ACHF.NG 
S    READ 


III! 


TEACHING  TO  READ 


BY 

NELLIE  E.  TURNER 

FORMERLY  INSTRUCTOR  IN   READING 

SLIPPERY    ROCK  STATE  NORMAL   SCHOOL 

PENNSYLVANIA 


AMERICAN   BOOK   COMPANY 

NEW  YORK  CINCINNATI  CHICAGO 


i 


CorVRIGHT,    1915,   BY 

NELLIE  E.  TURNER. 
COPYRIGHT,  1915,  IN  GREAT  BRITAIN. 


TEACHING  TO  READ. 
E.  P.    I 


PREFACE 

Regarding  the  Plan  and  Purpose  of  the  Book. 

The  excellent  work  that  has  been  done  in  systema- 
tizing the  reading  work  throughout  the  primary  grades 
needs  no  comment.  The  lack  of  a  definite  method 
of  procedure  above  the  primary  grades  needs  no  re- 
mark. TEACHING  TO  READ  enters  the  latter  field.  It 
aims  to  present  the  subject  of  reading  in  a  manner 
more  nearly  resembling  the  orderly  and  systematic 
procedure  used  in  other  branches. 

We  believe  that  the  problems  of  the  reading  class 
can  be  attacked  in  a  much  more  definite  way  than 
has  heretofore  been  attempted,  and  that,  by  means  of 
a  more  systematic  plan,  they  can  be  skillfully  and  un- 
derstandingly  disposed  of,  one  by  one,  to  the  satisfac- 
tion of  both  teachers  and  pupils. 

The  problems  of  the  reading  class  are  the  Problems 
of  Expression  and  the  Problems  of  Construction.  One 
by  one  the  selections  present  them,  and  one  by  one 
the  Suggestive  Studies  aim  to  help  the  .teacher  dispose 
of  them. 

The  book  has  been  prepared  more  particularly  for 
teachers,  and  those  preparing  to  teach.  Its  first  aim 
is  to  help  them  to  be  better  readers;  its  second,  to 
help  them  to  be  better  teachers  of  reading. 

Regarding  the  Material  Used. 

The  work  of  the  reading  class  is  primarily  to  teach 

iii 

355468 


iv  PREFACE 

pupils  how  to  read ;  that  is,  how  to  glean  thought  and 
how  to  express  it.  The  first  aim  of  the  reading  class, 
then,  should  be  the  regular  accumulation  of  systema- 
tized knowledge  regarding  reading.  That  the  material 
used  for  the  purpose  should  be  of  the  very  best  grade 
it  is  unnecessary  to  state ;  and  that  a  love  of  good 
literature  will  grow  with  an  appreciation  of  good  litera- 
ture does  not  require  argument. 

In  leaving  the  beaten  path  and  introducing  the  large 
number  of  short  extracts,  the  author  believes  that  she 
is  following  the  logical  order  of  procedure.  Such  a 
method  is  the  only  one  by  which  we  are  enabled  to 
present  one  problem  at  a  time,  and  to  advance  directly 
by  successive  steps  from  the  easy  to  the  difficult. 

Nothing  is  really  lost  by  such  a  method  of  proce- 
dure, and  a  great  deal  is  gained;  for  short  extracts 
have  many  pedagogical  advantages  over  complete 
selections,  and,  when  well  taught,  prove  equally  as 
interesting.  They  can  be  used  in  every  way  with 
greater  definiteness.  With  them  the  teacher  can  place 
her  finger  upon  the  exact  thing  that  she  wishes  to 
teach,  and  the  pupil  can  see  the  exact  thing  that  he 
is  expected  to  learn;  the  teacher  can  know  by  suc- 
cessive and  progressive  steps  if  she  is  teaching  it,  and 
the  pupil  can  know  if  he  is  learning  it,  and  also  know 
why  he  knows  it.  The  problem  in  hand  is  not  con- 
fused, blurred,  or  swallowed  up  with  shifting  problems 
and  surrounding  material.  The  mind  is  not  reaching 
forward  so  much  to  the  next  sentence,  paragraph,  or 
page,  but  is  more  content  to  dwell  upon  the  one  in 
hand  and  to  glean  from  it  all  that  it  has  to  give. 

The  attention  given  to  short  extracts  does  not  mean 


PREFACE  v 

that  the  value  of  continued  thinking  and  complete 
selections  has  been  underestimated.  A  special  effort 
has  been  made  to  meet  the  needs  along  these  lines. 

To  the  Teacher. 

The  care  in  questioning  may  seem  overdone,  until 
it  is  put  to  a  practical  test;  then  we  are  sure  that  its 
value  will  be  shown.  As  for  the  argument  that  it  will 
consume  too  much  time  and  that  there  will  not  be 
enough  left  for  reading,  to  that  we  reply :  Then  read 
less  and  read  better.  '  Read  what  you  do  read  cor- 
rectly,—  if  it  is  only  one  sentence  a  day,  —  and  have 
the  reason  for  the  correct  or  incorrect  reading  under- 
stood. If  you  follow  this  plan,  you  need  have  no  fear 
of  the  final  results.  One  definite  result  gained,  or 
partly  gained,  day  after  day,  will  carry  you  toward 
the  final  goal  with  a  sure  and  steady  progress  which 
the  bare  method  of  "hearing  them  read"  a  set  amount, 
with  an  occasional  question,  or  criticism,  or  "try  again/' 
can  never  attain. 

If  the  pupils  understand  the  sentence  or  paragraph, 
the  questioning  will  pass  rapidly,  using  but  little  time, 
and  acting  as  a  sort  of  mental  gymnastic,  stimulating 
and  invigorating  the  minds.  If  they  do  not  under- 
stand it,  and  the  answers  to  questions  come  haltingly 
or  are  incorrect,  then  they  are  not  ready  to  read. 
Little  is  gained  by  parrot-like  pronunciation  of  words. 
Make  haste  slowly  —  and  thou  shalt  speed  rapidly  in 

the  end. 

N.  E.  T. 

TIDIOUTE,  PA. 


CONTENTS 

CHAPTER  PACK 

I.     STUDIES  IN  THE   RELATIVE  THOUGHT  VALUE  OF 

WORDS        .......  i 

II.     STUDIES  IN  GROUPING 31 

III.  STUDIES  IN  CONNECTIVES    .....  53 

IV.  STUDIES  IN  THE  RELATIVE  THOUGHT  VALUES  OF 

MODIFIED  WORDS  AND  MODIFIERS        .         .  83 

V.     STUDIES  IN  SERIES 109 

VI.     STUDIES  IN  CONTRAST         .       -  .         .         .  13? 
VII.     STUDIES    IN    PARENTHETICAL    EXPRESSIONS,    EX- 
PLANATORY CLAUSES,  AND  THE  LIKE    .         .173 

VIII.     STUDIES  IN  INTRODUCTORY  FORMS        .         .         .  207 

IX.     STUDIES  IN  QUOTATIONS 221 

X.     STUDIES  IN  INVERTED  EXPRESSIONS,  CONDITIONAL 

CLAUSES,  AND  THE  LIKE      ....  243 
XI.     STUDIES    IN    INTERROGATIVE    AND    EXCLAMATORY 

EXPRESSIONS 263 

XII.     STUDIES  IN  QUICK  CHANGES       .         .         .         .317 

XIII.  STUDIES  IN  GRADATION  OF  IDEAS  AND  EMOTIONS  349 

XIV.  STUDIES  IN  REPEATED  WORDS  AND  REFRAINS.      .  365 
XV.     CULTIVATION  OF  THE  IMAGINATION      .         .         .  393 

XVI.     STUDIES    IN    INTERPRETING   THE    SPIRIT   OF   THE 

SELECTION 459 

vi 


CONTENTS  vii 

CHAPTER  PACE 

XVII.     STUDIES  IN  PAUSE      .         .         .  .         .  .481 

XVIII.     STUDIES  IN  CONTINUOUS  THINKING  .         . .  .     495 

ARTICULATION           .         .         .         .     '    .  ...  •     511 

INDEX  OF  TITLED  SELECTIONS           .         .  .         .  .515 

INDEX  OF  FIRST  WORDS 517 


ACKNOWLEDGMENTS 

ACKNOWLEDGMENT  and  thanks  are  hereby  extended  to 
the  following  authors  and  publishers  for  permission  to 
publish  copyrighted  matter  used  in  this  volume :  William 
Hamilton  Hayne,  for  the  poem  Edgar  Allan  Poe,  written 
by  his  father,  Paul  Hamilton  Hayne ;  Hon.  William  J.  Bryan ; 
Dr.  Lyman  Abbott,  and  the  Outlook;  Joaquin  Miller,  and 
Whitaker  and  Ray-Wiggin  Company;  Russell  Doubleday, 
and  Doubleday,  Page  and  Company;  Robert  J.  Burdette,  and 
Henry  Holt  and  Company;  Hamlin  Garland,  and  Harper 
and  Brothers;  Robert  M.  Cumnock,  and  A.  C.  McClurg  and 
Company;  Wilson  Flagg,  and  Educational  Publishing  Com- 
pany ;  Kate  O'Neill,  and  Parker  P.  Simmons ;  D.  Appleton  and 
Company,  publishers  of  the  poems  of  William  Cullen  Bryant; 
G.  P.  Putnam's  Sons,  publishers  of  the  works  of  Washington 
Irving;  Charles  Scribner's  Sons,  publishers  of  the  works  of 
J.  G.  Holland ;  and  J.  P.  Lippincott  Company,  publishers 
of  the  works  of  T.  B.  Read.  Sentences  from  Reed  and  Kel- 
logg's  Higher  Lessons  in  English  are  used  by  permission  of 
Charles  E.  Merrill  and  Company.  Sentences  from  Composi- 
tion and  Rhetoric  (Lockwood  and  Emerson),  The  Mother 
Tongue,  and  Lessons  in  English  (Lockwood)  are  used  by 
permission  of  Ginn  and  Company.  The  extract  from  "  Les 
Miserables,"  adapted  by  Cora  Marsland  in  "  Interpretive 
Readings,"  is  used  by  permission  of  Longmans,  Green  and 
Company.  The  selections  from  Longfellow,  Whittier,  Lowell, 
Holmes,  Emerson,  Hawthorne,  Aldrich,  Agassiz,  Lucy  Lar- 
com,  John  G.  Saxe,  Bayard  Taylor,  J.  T.  Trowbridge,  John 
Burroughs,  and  John  Fiske  are  used  by  permission  of,  and 
special  arrangement  with,  Houghton  Mifflin  Company,  the 
authorized  publishers  of  the  works  of  these  authors. 

viii 


TEACHING  TO  READ 


CHAPTER  I 

STUDIES  IN  THE  RELATIVE  THOUGHT  VALUE 
OF  WORDS 

The  simplest  problem  of  expression  in  reading  is 
that  of  showing  appreciation  of  the  value  of  single 
words. 

The  reading  material  in  this  chapter  consists  of 
selections  in  which  the  es'sential  ideas  are  expressed 
by  single  words  or  short  phrases.  The  plan  can  readily 
be  grasped  by  a  study  of  selection  No.  I,  which,  short 
as  it  is,  will  be  found  to  contain  five  important  ideas ; 
or  of  No.  2,  in  which  five  of  the  six  words  con- 
tribute definitely  to  the  thought.  Selections  are  in- 
cluded to  illustrate  the  value  oftentimes  of  the  parts 
of  compound  words  (No.  14),  the  importance  that  even 
a  syllable  of  a  word  may  take  on  (No.  16),  the  effect 
that  thought  arrangement  may  have  upon  words  (No. 
3),  and  such  other  subjects  as  come  logically  under  the 
title  of  the  chapter. 

The  object  of  such  study  is  to  develop  power  to 
appreciate  the  force  of  words,  to  promote  the  habit 
of  close  study,  and  to  improve  the  oral  reading  of  all 
sentences  of  this  kind. 


2         ...  TEACHING  TO  READ 

PEDAGOGICAL  INTRODUCTION 

How  shall  we  lead  pupils  to  sense  the  relative  thought 
value  of  printed  words  conveying  the  ideas  of  other 
minds  ? 

In  unconstrained  conversation,  when  expressing 
their  own  thoughts,  they  find  no  difficulty  in  emphasiz- 
ing the  right  words,  and  they  will  instinctively  employ 
the  means  most  effective  for  the  occasion,  —  whether 
it  be  increased  energy  and  force,  increased  range  of 
inflection,  a  pause  before  or  after  an  emphatic  word, 
or  the  lowering  of  the  voice  even  to  a  whisper.  It  is 
as  natural  to  emphasize  as  to  speak. 

Why,  then,  do  we  have  so  much  trouble  with  in- 
correct emphasis  in  the  reading  class  ?  The  explana- 
tion is  simple.  When  a  pupil  expresses  his  own 
thoughts  he  knows  exactly  the  idea  that  he  wishes  to 
convey,  and  the  emphasis  on  the  various  words  is 
instinctively  proportioned.  When  he  attempts  to  ex- 
press the  thought  of  another,  while  simultaneously 
gleaning  it  from  the  printed  page,  he  lacks  the  familiar- 
ity with  the  subject  matter  that  vivifies  the  expression 
of  his  own  mind  product. 

It  is  not  to  be  expected  that,  in  the  reading  class, 
the  pupil  will  attain  quite  the  same  degree  of  familiarity 
with  the  printed  text  that  he  has  with  his  own  thoughts, 
-  unless  the  selection  be  memorized,  —  but  it  is  ex- 
pected that  he  shall  have  such  a  clear  understanding 
of  the  thought  that  he  can  express  "the  truth,"  and 
"the  whole  truth";  and  that,  through  much  careful, 
out-loud  practice  at  home,  and  the  instruction  and 
criticism  of  a  capable  teacher  at  school,  he  shall  be  able 


STUDIES  IN  RELATIVE  THOUGHT  VALUES  OF  WORDS     3 

to  express  that  truth  clearly,  fluently,  and  naturally. 

The  faults  of  emphasis  need  not  be  detailed.  They 
are  well  known  :  the  misplaced  emphasis,  the  emphasis 
at  random;  the  dull,  monotonous  tone;  the  nervous 
jerky  manner ;  the  regular,  singsong  style.  Some  faults 
are  more  or  less  "natural";  some  have  been  acquired, 
through  incorrect  ideals,  precocious  forcing,  poor  in- 
struction, or  imitation.  A  few  are  due  to  nervousness, 
an  occasional  one  to  a  physical  defect,  and  many  to 
carelessness  on  the  part  of  both  teacher  and  pupil. 

Excepting  the  faults  requiring  medical  or  surgical 
attention,  the  remedy  in  every  case  is  the  same :  lead 
the  pupil  to  a  clear  comprehension  of  the  meaning  of 
what  is  to  be  read,  and  particularly  to  an  appreciation 
of  individual  word  values. 

It  is  not  enough  that  pupils  be  able  to  "tell  the 
story"  at  the  beginning  of  the  recitation;  it  is  not 
enough  that  they  be  able  to  answer  an  occasional 
question  here  and  there.  In  the  technical  study  of 
reading,  pupils  need  to  be  asked  every  reasonable 
question  that  the  teacher  can  ask  on  the  sentence  or 
paragraph  in  hand.  There  is  nothing  like  rapid  ques- 
tioning to  make  pupils  "sit  up  and  take  notice."  If 
the  particular  pupil  who  has  read  the  sentence  does 
not  need  the  question,  there  is  always  some  one  else 
who  does ;  and  the  certainty  that  questions  are  going 
to  be  asked,  coupled  with  the  uncertainty  as  to  who 
will  get  the  next  one,  keeps  a  reading  class  wide-awake 
and  alert.  It  keeps  pupils  reading  for  themselves, 
thinking  and  reasoning  for  themselves,  and  listening 
critically  to  effects.  How  different  from  a  class  where 
each  pupil  passively  awaits  his  turn  ! 


4  TEACHING  TO  READ 

No  attempt  has  been  made  to  draw  attention  to 
the  thought  value  of  words  through  typographical 
means.  Such  methods  are,  at  best,  too  limited  to  be 
of  much  service,  and  they  frequently  do  more  harm 
than  good,  as  the  following  quoted  illustration  will 

show : 

In  life's  rosy  morning, 
In  manhood's  firm  pride, 
Let  this  be  the  motto 
Your  footsteps  to  guide ;  — 
In  storm  and  in  sunshiney 
Whatever  assail, 
We'll  ONWARD  and  CONQUER, 
And  NEVER  say  fail ! 

Test  the  foregoing  with  an  average  pupil,  and  mark 
the  jingle  effect. 

Do  you  agree  that  life's  and  manhood's  are  the  lead- 
ing ideas  in  lines  I  and  2  ? 

During  what  two  periods  does  it  say  we  should  let 
this  be  our  motto?  Ans.  During  early  life  and  later 
life. 

Early  life  is  represented  how  ?  Ans.  As  life's  rosy 
morning.  Notice  how  the  words  vie  with  each  other 
in  contributing  to  the  idea.  Is  life's  still  the  leading 
idea  ?  Judge  for  yourself.  Later  life  is  represented 
how  ?  Ans.  As  manhood's  firm  pride.  Is  not  the  same 
almost  as  true  in  this  case  ? 

Compare  rosy  and  firm.  Is  not  each  full  of  thought 
value  for  its  individual  place,  and  does  not  each  make 
an  important  contribution  to  the  idea  with  which  it  is 
linked  ? 

It   is    impossible   to   indicate  typographically  with 


STUDIES  IN  RELATIVE   THOUGHT  VALUES  OF  WORDS     5 

any  degree  of  satisfaction  the  relative  importance  of 
words.  To  italicize  this  (line  3)  is  to  give  it  a  promi- 
nence out  of  true  proportion  with  motto.  Compare  the 
strength  of  storm  and  sunshine  with  the  idea  expressed 
by  whatever  assail. 

Has  the  last  line  a  climactic  word  or  a  climactic 
clause  ? 

Test  this  also : 

Make  the  best  of  everything ; 
Think  the  best  of  everybody ; 
Hope  the  best  for  yourself, 
Do  as  I  have  done,  —  PERSEVERE. 

Is  the  idea  conveyed  in  make  so  much  more  im- 
portant than  the  ideas  conveyed  in  best  and  everything? 

What  is  the  inspirational  idea  in  the  optimistic 
advice  of  the  first  three  lines  ?  Is  it  not  in  best?  - 
Best  of  everything,  best  of  everybody,  best  for  yourself? 
True  make,  and  think,  and  hope  (representing  the 
activities  through  which  it  is  to  be  carried  out)  are 
important;  but  are  they  uniformly  so  much  more 
important  ?  Best  does  not  retain  the  same  relative 
degree  of  importance  throughout,  for  it  (being  the  old 
and  familiar  idea)  must  vie  with  the  newness  of  the 
changing  objects,  —  everybody,  and  yourself. 

To  indicate  the  emphasis  for  pupils  is  to  do  their 
thinking  for  them.  He  who  would  attempt  to  indicate 
the  emphasis  must  first  reason  it  out  for  himself. 
Let  the  pupils  travel  the  path  he  would  travel.  Guide 
them  with  questions,  instruction,  or  advice,  but  see 
to  it  that  each  travels  the  "road  to  learning"  for 
himself. 


6  TEACHING  TO  READ 

SELECTIONS   AND   SUGGESTIVE   STUDIES 

Care  has  been  taken  to  provide  as  exercises  selections 
worthy  of  independent  consideration.  Attention  is  called  to 
the  cases  where  it  is  desirable  to  consider  the  context. 

I.  In  the  beginning  God  created  the  heaven  and  the 
earth.  Genesis  i:  i. 

I.  This  is  the  first  verse  of  the.  Old  Testament :  All 
the  ideas  are  new. 

Who  created  the  heaven  and  the  earth? 

When  did  God  create  the  heaven  and  the  earth? 

How  did  God  bring  the  heaven  and  the  earth  into 
existence  ? 

What  did  God  create?  Explain  the  difference  in 
meaning  of  the  two  words. 

How  many  ideas  are  presented  in  the  sentence  ? 
Ans.  Four,  —  When  ?  Who  ?  How  ?  What  ?  —  with 
the  fourth,  in  turn,  made  up  of  two  ideas. 

These  questions  make  plain  the  thought  material 
contained  in  the  sentence.  Asking  them  once  will 
not  bring  about  a  correct  reading  by  every  pupil  in 
an  average  class.  At  first,  commonly  as  many  as 
five  out  of  six  will  fail  in  noting  the  value  of  one  or 
more  of  the  ideas,  and  in  each  case  the  pupil  will  need 
a  .repetition,  in  some  form  or  other,  of  the  particular 
question  that  will  arouse  him  to  a  fuller  appreciation 
of  the  idea  that  he  undervalued  as  he  read. 

Following  the  questions  suggested  above,  a  teacher 
may  introduce  the  reading  somewhat  as  follows : 

"Now  we  may  be  sure  that  a  sentence  is  not  read 
correctly  unless  all  the  ideas  are  brought  out.  How 
many  of  you  think  that  you  can  read  that  sentence, 


STUDIES  IN  RELATIVE  THOUGHT  VALUES  OF  WORDS    7 

2.  Think  deliberately  and  then  act  promptly. 

3.  The  sword  is  mighty,  but  the  pen  is  mightier. 

making  every  idea  it  contains  stand  out  so  clearly 
that  we  shall  have  to  notice  each  one  ?  John  may 
try.  The  rest  of  you  listen  and  see  if  he  does  it." 

Thus,  at  the  beginning,  a  standard  of  criticism  will 
be  set  for  both  teacher  and  pupils,  —  a  standard  by 
which  they  may  pass  judgment  upon  both  their  own 
reading  and  the  reading  of  others,  and,  understand- 
ing an  error,  see  the  path  that  leads  to  its  correction. 

It  must  be  remembered  that  the  questions  in  these  Studies 
are  suggestive  questions.  The  first  pupil  might  read  : 

"  In  the  beginning  God  created  the  heaven  and  the  earth." 

Attention  must  then  be  called  to  created  and  in  the  beginning, 
care  being  taken  that  the  value  placed  on  God  and  the  heaven 
and  the  earth  be  not  forgotten. 

2.  A  sentence  that  contains  words  whose  prominence 
is  augmented  by  positions  of  balance  or  contrast. 

Think act;    deliberately promptly.  —  When  ? 

Five  of  the  six  words  are  important. 

3.  Mighty  and  mightier  are  much  more  likely  to  be 
appreciated  than  are  sword  and  pen. 

What  are  we  reading  about  in  the  first  half  of  the 
sentence  ?  What  is  said  about  it  ?  Read  the  first  half. 

What  are  we  reading  about  in  the  second  half? 
What  is  said  about  it  ?  Read  the  second  half. 

Read  the  sentence  complete. 

The  pen  is  mightier  than  the  sword. 

Richelieu.     Act  II.     Scene  II — SIR  EDWARD  BULWER-LYTTON. 


8  TEACHING  TO  READ 

4.  The  hero  of  the  story  was  a  Scotch  lad    named 
James  Hogan.     His   home  was  on  the  seashore.     His 
father  was  a  fisherman  and  a  mender  of  nets.      His 
mother  was  an  invalid.     James  was  the  only  son. 

5.  There    are   three  kinds  of  people  in  the  world, 
the   wills,    the  won'ts,  and  the  can'ts.     The  first  ac- 
complish everything ;   the    second  oppose  everything ; 
the  third  fail  in  everything. 

4.  It  is  important  to  be  awake  to  a  change  or  varia- 
tion in  subject. 

About  whom  are  we  reading  in  sentence  I  ?  What 
is  said  about  him  ?  In  sentence  2  ?  Etc. 

5.  How  many  sentences  in  the  paragraph  ? 
SENTENCE  I .  This  is  a  very  common  form  of  sentence  : 

a  statement  followed  by  an  explanation.  Read  the 
statement. 

What  is  the  leading  idea  under  discussion  ?  (Notice 
that  the  question  says  idea,  not  ideas.)  Ans.  People. 

What  are  we  discussing  with  regard  to  people? 
Ans.  The  kinds  of  people. 

How  many  kinds  of  people  does  it  say  there  are  ? 

Where  are  there  three  kinds  of  people? 

Read  the  statement  giving  us  all  the  ideas. 

Who  are  the  three  kinds  of  people? 

Read  the  first  sentence  complete,  and  do  not  forget, 
while  reading  the  statement,  that  the  explanation  is  to 
follow ;  otherwise  you  may  read  the  statement  in  such 
a  way  that  we  may  be  deceived  into  thinking  it  is  the 
complete  sentence. 

SENTENCE  2.  How  many  divisions  are  indicated  by 
the  punctuation  ?  Note  the  value  of  the  semicolon. 


STUDIES  IN  RELATIVE  THOUGHT  VALUES  OF  WORDS     9 

6.  A  little  neglect  may  breed  great  mischief.  For 
want  of  a  nail  the  shoe  was  lost;  for  want  of  a  shoe 
the  horse  was  lost ;  and  for  want  of  a  horse  the  rider 
was  lost;  being  overtaken  and  slain  by  the  enemy, 
all  for  want  of  care  about  a  horseshoe  nail. 

Poor  Richard's  Almanac  —  BENJAMIN  FRANKLIN. 


Of  what  use  is  this  sentence  in  the  paragraph  ? 
Ans.  It  gives  us  a  comparative  description  of  the 
three  kinds  of  people. 

The  comparison  is  indirect,  and  may  not  be  noticed 
until  the  balanced  arrangement  of  the  sentence  is 
appreciated.  Which  words  in  the  second  division  and 
in  the  third  division  balance  the  first?  Ans.  The 
second,  and  the  third.  Which  balance  accomplish? 
Ans.  Oppose y  and  fail.  Which  balance  everything? 
Ans.  Everything,  everything.  Then  we  have  : 


three  kinds 


wills 
won'ts 


first 

second 

third 


accomplish 

oppose 

fail 


everything 
everything 
everything 


Read  the  first  division  of  the  second  sentence,  so 
that  we  shall  notice  every  idea. 

Read  the  second  division  in  the  same  way.  Decide 
upon  the  value  of  the  repeated  word. 

Treat  the  third  division  in  the  same  way. 

Read  the  second  sentence  complete ;   the  paragraph. 

6.  SENTENCE  i.  What  quality  may  breed  mischief? 
Ans.  Neglect.  How  much  mischief?  Ans.  Great.  How 
much  neglect  does  it  take  to  breed  great  mischief? 
What  does  breed  mean?  Ans.  Cause;  produce. 

TURNER,    TEACH.   TO   READ 2 


10  TEACHING  TO  READ 

Does   a   little   neglect    always   breed    great   mischief? 

What    does    Poor    Richard    say    about    it  ?     Ans.    He 

says  it  may  breed  it.     Then  how  many  of  the  words 

in  the  sentence  have  a  special  meaning  ?     Ans.  Six, 

-  or  every  word  except  one. 

Read  the  sentence  so  that  we  shall  be  sure  to  notice 
the  value  of  each  important  word. 

The  teacher  should  not  forget  to  keep  the  class 
constantly  to  the  front  as  judge  and  critic.  Create 
a  spirit  of  good  fellowship.  Let  one  after  another 
present  his  best  effort.  John  reads  ;  Mary  sees  a  weak 
spot.  If  she  is  right,  she  must  show  why  it  is  weak  or 
incorrect,  and  if  John  does  not  see  it,  he  must  be 
questioned  until  he  does  see  it  and  proves  it  by  his 
reading.  If  Mary  is  incorrect,  she  must  be  led  to  see 
it  by  the  same  process. 

SENTENCE  2.  What  relation  does  sentence  2  bear  to 
sentence  I  ?  Ans.  It  is  an  illustration  of  the  truth 
of  the  statement. 

How  many  divisions  are  indicated  by  the  semicolons  ? 

Read  the  first  division.  The  second.  The  third. 
How  are  these  divisions  alike  ?  Ans.  They  are  all  for 
want  of  something,  and  all  say  that  something  was  lost. 

How  does  the  second  division  differ  from  the  first  ? 
Ans.  Shoe  has  taken  the  place  of  nail,  and  it  is  a  horse 
lost  instead  of  a  shoe. 

How  does  the  third  division  differ  from  the  second  ? 

Read  the  three  divisions,  making  the  changes  plain. 

Read  the  fourth  division.  Keep  the  meanings  of 
overtaken  (come  up  with)  and  slain  (killed)  distinct. 

Read  the  sentence  complete. 

What  is  the  little  neglect  in  the  last  division  ? 

Read  the  paragraph  complete. 


STUDIES   IN  RELATIVE  THOUGHT  VALUES  OF  WORDS     u 

7.  He  who  is  ignorant  of  happiness  may  possess 
wealth,  but  he  cannot  truly  enjoy  it. 

8.  Many    men    seem    great,    only    because    their 
associates  are  small. 

9.  God,  not  man,  is  the  Judge  of  us  all  when  life 

shall  cease.       The  Grandmother  —  ALFRED  TENNYSON. 

7.  Do  not  fail  to  develop  the  full  force  of  ignorant 
but,  at  the  same  time,  have  a  care  that  it  does  not 
obscure  happiness.     Ignorant  bears  a  very  important 
relation  to  happiness,  but  happiness  continues  to  be 
one  of  the  foundation  words  for  the  whole  argument. 

Note  the  force  of  possess.  Complete  ignorance  of 
happiness  is  not  a  bar  to  the  possession  of  wealth,  but 
it  is  to  the  enjoyment  of  it. 

Do  not  overlook  the  force  of  truly. 

8.  What  is  the  author  writing  about  in  this  sentence  ? 
Ans.  The  seeming  greatness  of  many  men. 

The  importance  of  the  idea  conveyed  by  seem  does 
not  blot  out  the  fact  that  great  has  not  been  mentioned 
before,  —  that  it  is  a  "  new  idea." 

Preserve  the  balance  between  men  and  associates; 
great  and  small. 

To  sift  out  and  express  clearly  what  the  author  is 
writing  about  in  a  particular  sentence  is  a  valuable 
exercise  in  the  study  of  reading,  and  frequently  all 
that  is  necessary  for  correct  interpretation. 

What  were  we  reading  about  in  No.  3  ?     In  No.  5  ? 

9.  With  what  thought  does  this  sentence  deal  ?    Ans. 
the  thought,  who  is  the  Judge  of  us  all  when  life  shall 
cease. 


12  TEACHING  TO  READ 

10.  Who  overcomes  by  force,  hath   overcome   but 

half  his  foe.     Paradise  Lost.    Book  I  —  JOHN  MILTON. 

11.  He  that  would  govern  others  must  first  be  master 
of  himself. 

12.  He  jests  at  scars  that  never  felt  a  wound. 

Romeo  and  Juliet.     Act  II.     Scene  II  —  WILLIAM  SHAKESPEARE. 

13.  A  vain  man's  motto  is,   "  Win  gold   and  wear 
it ;  "    a  generous   man's,   "  Win  gold   and   share  it ;  " 
a  miser's,  "  Win  gold   and  spare  it ;  "    a  profligate's, 

The  thought  is  expressed  in  what  contrasting  way  ? 

God  is  the  Judge  of  how  many  ?     When  ? 

10.  With   what   thought   does   this   sentence  deal  ? 
Ans.  The  relative  result  of  overcoming  by  force. 

Explain  the  meaning  of  the  sentence. 

11.  govern     -     -     -     others 

first 
be  master   -  -  -  of  himself 

Govern  whom  ?     Be  master  of  whom  ? 
Do  what  to  others?     Be  what  of  himself? 

12.  Who  jests  at  scars?     Ans.    He.       He.  —  Who? 
Ans.    That  never  felt  a  wound.     Meaning  of  jests? 

To  develop  the  thought  value  of  felt:  What  kind  of 
wound  leaves  a  scar  ?  What  feelings  are  caused  by 
deep  wounds  ?  Are  those  jesting  matters  ?  What  is 
the  surest  way  of  learning  that  they  are  not  jesting 
matters  ?  Ans.  By  experiencing  them  or  feeling  them. 

The  thought  value  of  scars  is  very  often  overlooked. 

13.  A  study  in  the  relative  thought  value  of  new 
words  as  compared  with  words  already  used. 


STUDIES  IN  RELATIVE  THOUGHT  VALUES  OF  WORDS    13 

"  Win  gold  and  spend  it;  "  a  broker's,  "  Win  gold  and 
lend  it ;  a  gambler's  or  a  fool's,  "  Win  gold  and  lose 
it ;  but  a  wise  man's,  "  Win  gold  and  use  it." 

14.  The  French  Emperor's  well-known  and  often- 
tried  powers  of  endurance  were  astonishing. 

15.  There  are  four  different  species  of  swallows  that 
visit  us,  the  swift,  the  chimney  swallow,  the  house 
martin,  and  the  sand  martin. 


An  idea  already  in  the  mind  of  a  hearer  does  not 
need  to  be  brought  forward  with  the  impressiveness 
that  its  first  presentation  required.  If,  however,  it 
has  taken  on  any  new  or  added  significance,  the  atten- 
tion of  the  listeners  must  be  directed  to  that. 

14.  A  sentence  that  shows  the  thought  value  of  the 
parts  of  a  compound  word. 

How  do  you  know  that  the  Emperor's  powers  of 
endurance  were  recognized  ?  (Answer  all  such  ques- 
tions in  the  words  of  the  text.)  Ans.  It  says  they  were 
known.  How  do  you  know  that  they  were  recognized 
by  many  ?  Ans.  It  says  that  they  were  «W/-known. 

How  do  you  know  that  they  had  been  tested  ?  Ans. 
It  speaks  of  them  as  tried.  How  do  you  know  that  they 
had  been  tested  many  times  ?  Ans.  It  describes  them 
as  often-tried.  Read. 

15.  Sometimes  the  broadening  of  an  idea  is  traced 
forwards,  and  sometimes  backwards. 

swallows 

species  of  swallows 
different  species  of  swallows 
four  different  species  of  swallows 
There  are  four  different  species  of  swallows      that  visit     us. 


14  TEACHING  TO  READ 

16.  The    conduct   of  Antoninus  was    characterized 
by  justice  and  humanity;    that  of  Nero,  by  injustice 
and  inhumanity.     The  conduct  of  the  former  is  deserv- 
ing of  approbation,  while  that*  of  the  latter  merits  the 
severest  reprobation. 

17.  The  text,  a  few  short  words  of  might,  - 

"  The  Lord  of  Hosts  shall  arm  the  right !  " 

The  Wagoner  of  the  Alleghenies  —  THOMAS  BUCHANAN  READ. 


Often  attention  can  be  effectively  called  to  under- 
rated words  by  contrasting  questions.  For  instance, 
four  is  underrated.  The  teacher  says,  "  Six  ?  '  The 
pupil  immediately  replies,  "  Four,"  -  and  sees  that 
it  is  important  that  he  should  make  that  plain.  Dif- 
ferent is  underestimated.  She  queries,  "  Similar  ?  " 
and  gains  the  result  she  desires. 

What  two  ideas  are  present  in  the  names  of  the  last 
three  birds  ?  Ans.  The  name  of  the  family,  and  the 
name  that  distinguishes  one  species  from  another.  Are 
both  ideas  equally  important  in  the  first  case  ?  In  the 
second  case  ? 

Read  the  statement  as  though  no  explanation  were 
to  follow. 

Read  it  as  though  an  explanation  were  to  follow, 
but  do  not  give  the  explanation. 

Read  the  statement  and  the  explanation  complete. 

16.  The  balancing  of  the  thought  may  lie  in  different 
forms  of  the  same  word,  and  show  itself  in  change  of 
accent. 

17.  Individual  words  sometimes  gain  added  power 
from  the  strength  of  the  entire  expression. 


STUDIES  IN  RELATIVE  THOUGHT  VALUES  OF  WORDS    15 

1 8.  If  youth  are  taught  how  to  think,  they  will  soon 
learn  what  to  think. 

19.  A  certain  amount  of  opposition  is  a  great  help 
to  a  man.     Kites  rise  against  and  not  with  the  wind. 

20.  Hope  springs  eternal  in  the  human  breast : 
Man  never  Is,  but  always  To  be  blest. 

Essay  on  Man.     Epistle  I  —  ALEXANDER  POPE. 

21.  Let  me  tell  you,  Cassius,  you  yourself 

Are  much  condemn'd  to  have  an  itching  palm, 
To  sell  and  mart  your  offices  for  gold 
To  undeservers. 

Julius  CcBsar.     Act  IF.     Scene  III  —  WILLIAM  SHAKESPEARE. 

22.  Cassius.     When  Caesar  liv'd  he  durst  not  thus 
have  mov'd  me. 

1 8.  The  balance  between  how  and  what  will  be  readily 
noticed.     Many  pupils  will  think  their  duty  done  if 
that  alone  be  brought  out.     How  to  do  what  ? 

It  is  also  necessary  that  the  hearers  notice  about 
whom  they  are  reading  (youth),  and  that  they  be  im- 
pressed also  with  the  ideas  conveyed  by  taught  and 
learn.  The  choice  of  each  word  for  its  place  was  not 
accidental,  and  the  words  are  not  interchangeable. 

19,  20.    There  is  no  part  of  speech  that  cannot  carry 
weighty  thought  value. 

21.    The  thought  value  of  appositional  forms. 

You  yourself —  as  well  as  Lucius  Pella,  whom  Brutus, 
the  speaker,  had  "  condemn'd  and  noted  "  for  taking 
bribes. 

An  itching  palm.  —  An  excessive  love  of  money. 


l6  TEACHING  TO  READ 

Brutus.     Peace,    peace !    you    durst    not    so    have 
tempted  him. 

Cassius.     I  durst  not  ? 

Brutus.     No. 

Cassius.     What  ?     durst  not  tempt  him  ? 

Brutus.     For  your  life  you  durst  not. 

Julius  Ceesar.     Act  IV.     Scene  III  —  WILLIAM  SHAKESPEARE. 

23.    Strike  —  till  the  last  armed  foe  expires ; 
Strike  —  for  your  altars  and  your  fires ; 
Strike  —  for  the  green  graves  of  your  sires ; 
God  —  and  your  native  land  ! 

Marco  Bozzaris  —  FITZ-GREBNE  HALLECK. 


22.  Emotional  value. 

Brutus   and   Cassius,   formerly   friends   and   conspirators 
against  Julius  Caesar,  are  now  quarreling  with  each  other. 

23.  The    words    Strike    are    frequently    printed    in 
italics,  —  a    method  that   gives   them  undue   relative 
prominence.     Bozzaris's    motive    is    to    stimulate    his 
men.     The    greatest    stimulation    lies,    not    in    telling 
them  over  and  over  to  strike,  but  in  presenting  added 
incentives  for  striking.     When  first  uttered,  the  word 
presents  a  new  idea,  and  the  first  incentive  is  expressed 
in    four    or    five    thought-filled    words.     The    second 
Strike  presents  an  old  idea,  retaining,  however,  a  degree 
of  prominence  because  of  the  emotjonal  conditions  under 
which  it  was  uttered,  but  the  stronger  incentive  lies 
in  the  new  ideas  presented  in  altars  and  fires.     The 
third  Strike  presents  a  still  older  idea,  but  the  emotion 
has  been  growing,  —  and  the  incentives  are  also  growing 
in  number  and  in  strength. 


STUDIES  IN  RELATIVE  THOUGHT  VALUES  OF  WORDS    17 

24.  A  cheerful  temper,  joined  with  innocence,  will 
make  beauty  attractive,  knowledge  delightful,  and  wit 
good-natured.  It  will  lighten  sickness,  poverty,  and 
affliction,  convert  ignorance  into  an  amiable  simplicity, 
and  render  deformity  itself  agreeable. 

The  Taller  —  JOSEPH  ADUISON. 

Note  that  the  poetic  arrangement  of  the  words  Strike 
makes  them  suggestive  of  the  action. 

Are  the  incentives  arranged  climactically,  or  to  suit 
the  poet's  convenience  ? 

Marco  Bozzaris  was  a  Greek  patriot,  born  in  Suli  in  1788. 
The  poem,  which  describes  an  assault  upon  the  Turkish 
camp  during  a  war  between  the  Greeks  and  the  Turks,  is 
regarded  as  one  of  the  very  finest  heroic  odes  in  the  English 
language. 

24.  What  does  the  paragraph  discuss  ?  Ans.  The 
effect  of  a  cheerful  temper,  joined  with  innocence,  upon 
beauty,  knowledge,  wit,  sickness,  poverty,  affliction,  igno- 
rance, and  deformity. 

Explain  how  beauty  would  be  unattractive  if  the 
cheerful  temper,  'joined  with  innocence,  were  missing; 
how  knowledge  might  not  be  delightful;  and  how  wit 
might  be  ill-natured. 

How  does  it  lighten  sickness?     Poverty?     Affliction? 

What  is  an  amiable  simplicity?  How  does  a  cheerful 
temper  convert  ignorance  into  an  amiable  simplicity? 

How  does  it  render  deformity  agreeable?  Why  does 
the  author  call  particular  attention  to  deformity  by 
adding  itself? 

Persist  in  requiring  that  explanations  be  definitely 
and  clearly  stated.  Give  time  to  think. 


1 8  TEACHING  TO  READ 

25.  The  Night  is  mother  of  the  Day, 
The  Winter  of  the  Spring, 

And  ever  upon  old  Decay 
The  greenest  mosses  cling. 
Behind  the  cloud  the  starlight  lurks, 
'Through  showers  the  sunbeams  fall; 
For  God,  who  loveth  all  his  works, 
Has  left  his  Hope  with  all ! 

A  Dream  oj  Summer  —  JOHN  GREENLEAF  WHITTIER. 

26.  Still,  through  our  paltry  stir  and  strife, 

Glows  down  the  wished  Ideal, 
And  Longing  moulds  in  clay  what  Life 

Carves  in  the  marble  Real ; 
To  let  the  new  life  in,  we  know, 

Desire  must  ope  the  portal ;  - 
Perhaps  the  longing  to  be  so 

Helps  make  the  soul  immortal. 

Longing  —  JAMES  RUSSELL  LOWELL. 

25.  What  is  the  underlying  sentiment  ? 
How  many  illustrations  are  used  ? 

How  is  the  Night  mother  of  the  Day?  How  is  the 
Winter  mother  of  the  Spring?  Are  these  only  poetical 
fancies  or  can  you  see  a  reason  for  each  statement  ? 

The  "  Dream  "  was  called  forth  by  a  warm  winter  noon, 
when  all  nature  seemed  to  "  prophesy  of  summer  days." 

26.  Meaning  of  paltry  stir?     Wished  Ideal? 
Notice  that   Longing  moulds  and   Life  carves;    that 

one  works  in  clayy  the  other  in  marble.  Longing  gives 
us  our  "  model  " ;  Life  reproduces  it. 

What  is  the  new  life?  In  —  where  (line  5)  ?  What 
portal? 

Memorize. 


STUDIES  IN  RELATIVE  THOUGHT  VALUES  OF  WORDS    ,9 

27'  pyAi™ses  are  pygmies  sti11'  though  perched  on 

And  pyramids  are  pyramids  in  vales. 

Each  man  makes  his  own  stature,  builds  himself 

Virtue  alone  outbuilds  the  Pyramids ; 

Her  monuments  shall  last  when  Egypt's  fall. 

Night  Thoughts  —  EDWARD  YOUNG. 

28.  1 1  am  charged  with  pride  and  ambition.  2The 
charge  is  true,  and  I  glory  in  its  truth.  3  Who  ever 
achieved  anything  great  in  letters,  arts,  or  arms,  who 
was  not  ambitious  ?  4  Caesar  was  not  more  ambitious 
than  Cicero.  5  It  was  but  in  another  way.  6  Let  the 
ambition  be  a  noble  one,  and  who  shall  blame  it? 

27.  Explain  the  meaning  of  line  I ;  line  2. 
To  what  stature  does  this  refer  ? 

How  does  a  man  build  himself? 

Virtue,  integrity  of  character;   uprightness  of  conduct. 

28.  Zenobia,  one  of  the  most  famous  heroines  of  antiquity, 
daughter  of  an  Arab  chief,  Queen  of  Palmyra  and  the  East 
in  the  third  century,  is  supposed  to  be  replying  to  those  who 
have  tried  to  curb  her  desire  for  a  further  extension  of  her 
dominion. 

Zenobia  was  famed  for  her  beauty  and  for  the  devoted 
loyalty  of  her  subjects.  It  is  said  that  in  intellect  she  was 
unsurpassed  by  any  of  the  philosophers  of  the  East. 

Observe  how  briefly,  but  thoroughly,  sentence  I 
introduces  us  to  the  situation.  Lead  pupils  to  see,  by 
means  of  reasoning  and  imagination,  into  and  through 
and  all  around  a  word  or  sentence.  What  does  charged 
tell  us  ?  Try  to  realize  the  emotional  difference  be- 
tween pride  and  ambition. 


20  TEACHING  TO   READ 

7  I  confess  I  did  once  aspire  to  be  queen,  not  only  of 
Palmyra,  but  of  the  East.  8  That  I  am.  9 1  now 
aspire  to  remain  so.  10  Is  it  not  an  honorable  ambition  ? 
11  Does  it  not  become  a  descendant  of  the  Ptolemies 
and  of  Cleopatra  ? 

1  I  am  applauded  by  you  all  for  what  I  have  already 
done.     2  You    would    not    it    should    have    been    less. 

3  But  why  pause  here  ?     4  Is  so  much  ambition  praise- 
worthy,  and   more  criminal  ?     5  Is  it   fixed   in   nature 
that  the  limits  of  this  empire  should  be  Egypt  on  the 
one  hand,  the  Hellespont  and  the  Euxine  on  the  other  ? 

6  Were   not   Suez   and   Armenia   more   natural   limits  ? 

7  Or  hath   Empire  no  natural  limit,   but   is   broad   as 
the  genius  that  can  devise,  and  the  power  that  can 
win  ? 

1  Rome  has  the  West.     2  Let   Palmyra  possess  the 
East.     3  Not  that  nature  proscribes  this  and  no  more. 

4  The  gods  prospering,  and  I  swear  not  that  the  Medi- 
terranean shall  hem  me  in  upon  the  West, or  Persiaonthe 
East.     5  Longinus  is  right,  —  I  would  that  the  world 
were  mine.     6 1  feel  within  the  will  and  the  power  to 
bless  it,  were  it  so. 

Ztnobia  —  WILLIAM  WARE. 


What  is  the  first  thought  in  sentence  2  ?  The  second 
thought  ?  Which  is  the  stronger  ? 

Which  wdrd  shows  how  Zenobia  feels  about  the 
charge  ? 

Take  time  to  develop  the  argumentative  weight  of 
almost  every  word  in  sentence  3  :  Who,  achieved,  great, 
in  letters,  arts,  or  arms,  who  was  not,  ambitious,  and, 
particularly,  ever  answering  the  question  when. 

Frequently  the  value  of  a  word  will  be  best  appre- 
ciated if  the  sentence  be  read  without  it.  {Example,  - 


STUDIES  IN  RELATIVE  THOUGHT  VALUES  OF  WORDS    21 

Change  the  sentence  to  a  declamatory  one.  Note 
that  it  loses  much  of  its  forcefulness  and  directness. 

Trace  the  logical  order  of  the  speech  : 

Sentence  i  states  the  charge;  2  admits  it,  and  more 
than  admits  it;  3  takes  up -the  argument  in  the  form 
of  a  question;  4  deals  with  illustration;  5  explains 
the  illustration ;  6  draws  a  conclusion  in  the  form  of 
another  direct  challenging  question ;  7  is  a  confession 
of  past  ambition  (approved  of  by  her  hearers);  8,  its 
accomplishment;  9,  present  ambition;  10,  defensive 
query;  n,  patriotic  allusion  to  proud,  ambitious,  and 
powerful  ancestors. 

Then  observe  how  tactfully  and  forcefully,  in  para- 
graph 2,  the  author  makes  Zenobia  lead  from  the 
things  that  her  hearers  have  approved  and  do  ap- 
prove, to  things  she  wants,  and  of  which  they  do  not 
approve. 

Does  Ccesar  represent  ambition  in  letters,  arts,  or 
arms  ?  Cicero  ? 

Be  alert  for  such  compounding  of  ideas  as  another- 
way,  noble-one,  did-once,  that-I-am,  now-aspire,  honor- 
able-ambition, you-all,  already-done,  natural-limits,  no- 
natural-limit.  Develop  the  value  of  the  separate  words 
by  suitable  questions. 

Note  the  growth  of  the  idea  expressed  in  East  over 
that  in  Palmyra. 

Become,  to  accord  with  in  character. 

1[2.  SENTENCE  2.  The  value  of  You  will  be  better 
appreciated  if  it  is  preceded  experimentally  by  even. 
Read  expressing  the  even,  and  then  read  only  thinking 
it.  Note  the  value  of  all  (sentence  i). 


22  TEACHING  TO  READ 

SENTENCE  4.     Trace  the  balanced  parts. 
Be  alert  for  more-criminal.     More  does  not  tell  how 
criminal;   it  modifies  ambition  understood. 

so  much more 

praiseworthy  -  -  -  criminal 

What  kind  of  limits  may  be  termed  natural  limits? 

^[3.  SENTENCE  3.  She  will  not  even  limit  herself  to 
half.  Trace  the  growth  of  her  aspirations  from  sen- 
tence 7,  Ifi,  to  sentence  5,  If  3.  Try  to  realize  the 
ambition  that  could  cross  the  Mediterranean  and  enter 
the  rich  and  powerful  Persia,. —  and  then  contemplate 
the  conquest  of  the  world. 

Caesar,  the  great  Roman  general,  statesman,  and  historian. 

Cicero,  the  great  orator,  statesman,  and  philosopher  of 
ancient  Rome. 

Palmyra,  "  the  city  of  the  palms,"  now  a  mere  hamlet 
inhabited  by  a  few  Arabs  and  called  Tedmor.  In  the  Bible 
it  is  called  Tadmor  (2  Chronicles  8:4).  It  is  1 50  miles  north- 
east of  Damascus.  The  Empire  finally  included  Egypt, 
Syria,  Mesopotamia,  and  Asia  Minor  as  far  as  Ancyra. 

Of  the  East.  — Zenobia  herself  assumed  the  title,  "  Queen 
of  the  East." 

Ptolemies,  a  line  of  Egyptian  kings. 

Cleopatra,  a  famous  Egyptian  queen. 

Hellespont,  the  strait  between  the  ^Egean  Sea  and  the 
Sea  of  Marmora,  —  now  called  the  Dardanelles. 

Euxine,  now  called  the  Black  Sea. 

The  full  ambition  of  Zenobia  was  never  realized.  Before 
attaining  it,  she  was  overpowered  and  made  captive  by  the 
Roman  Emperor,  Aurelian,  who  took  her  to  Rome  to  adorn 
his  triumphal  entry  into  the  capital.  Later  he  presented 
her  with  a  magnificent  villa  where  she  lived  quietly  until 
her  death. 


STUDIES  IN   RELATIVE  THOUGHT  VALUES  OF  WORDS    23 

29-    WASHINGTON 

1  In  his  person  Washington  was  six  feet  high,  and 
rather  slender.  2  His  limbs  were  long ;  his  hands  were 
uncommonly  large,  his  chest  broad  and  full,  his  head 
was  exactly  round,  and  the  hair  brown  in  manhood, 
but  gray  at  fifty ;  his  forehead  rather  low  and  retreat- 
ing, the  nose  large  and  massy,  the  mouth  wide  and  firm, 
the  chin  square  and  heavy,  the  cheeks  full  and  ruddy 
in  early  life.  3  His  eyes  were  blue  and  handsome,  but 
not  quick  or  nervous.  4  He  was  one  of  the  best  riders 
in  the  United  States,  but,  like  some  other  good  riders, 
awkward  and  shambling  in  his  walk.  5  He  was  stately  in 
his  bearing,  reserved,  distant,  and  apparently  haughty. 

Shy  among  women,  he  was  not  a  great  talker  in  any 
company,  but  a  careful  observer  and  listener.  He 
seldom  smiled.  He  did  not  laugh  with  his  face,  but 
in  his  body,  and  while  calm  above,  below  the  diaphragm 
his  laughter  was  copious  and  earnest.  Like  many 
grave  persons,  he  was  fond  of  jokes,  and  loved  humorous 
stories.  He  had  negro  story-tellers  to  regale  him  with 
fun  and  anecdotes  at  Mount  Vernon.  He  was  not 
critical  about  his  food,  but  fond  of  tea.  He  hated 
drunkenness,  gaming,  and  tobacco.  He  had  a  hearty 
loye  of  farming,  and  of  private  life. 

There  was  nothing  of  the  politician  in  him,  —  no 
particle  of  cunning.  He  was  one  of  the  most  industrious 
of  men.  Not  an  elegant  or  accurate  writer,  he  yet  took 
great  pains  with  style,  and  after  the  Revolution  care- 
fully corrected  the  letters  he  had  written  in  the  time 
of  the  French  War,  more  than  thirty  years  before. 

He  was  no  orator,  like  Jefferson,  Franklin,  Madison, 
"and  others,  who  had  great  influence  in  American  affairs. 
He  never  made  a  speech.  The  public  papers  were 
drafted  for  him,  and  he  read  them  when  the  occasion 
came. 

It  has  been  said  Washington  was  not  a  great  soldier 
but  certainly  he  created  an  army  out  of  the  roughest 


24  TEACHING  TO  READ 

materials,  outgeneraled  all  that  Britain  could  send 
against  him,  and  in  the  midst  of  poverty  and  distress 
organized  victory.  He  was  not  brilliant  and  rapid. 
He  was  slow,  defensive,  victorious. 

1  Some  men  command  the  world,  or  hold  its  admiration 
by  their  ideas  or  by  their  intellect.  2  Washington  had 
neither  original  ideas  nor  a  deeply  cultured  mind. 
3  He  commands  by  his  integrity,  by  his  justice.  He 
loved  power  by  instinct,  and  strong  government  bv 
reflective  choice.  Twice  he  was  made  Dictator,  with 
absolute  power,  and  never  abused  the  awful  and  despotic 
trust.  The  monarchic  soldiers  and  civilians  would 
make  him  king.  He  trampled  on  their  offer,  and  went 
back  to  his  fields  of  corn  and  tobacco  at  Mount  Vernon. 

Cromwell  is  the  greatest  Anglo-Saxon  who  was  ever 
a  ruler  on  a  large  scale.  In  intellect  he  was  immensely 
superior  to  Washington ;  in  integrity,  immeasurably 
below  him.  For  one  thousand  years,  no  king  in 
Christendom  has  shown  such  greatness,  or  gives  us  so 
high  a  type  of  manly  virtue.  He  never  dissembled. 
He  sought  nothing  for  himself.  In  him  there  was  no 
unsound  spot,  nothing  little  or  mean  in  his  character. 
The  whole  was  clean  and  presentable.  We  think 
better  of  mankind  because  he  lived.  His  glory  already 
covers  the  continent.  He  is  revered  as  the  Father  of 
his  Country.  The  people  are  his  memorial. 

THEODORE  PARKER.     (Abridged.) 

29.  Ifi.  SENTENCE.  I.  The  author  is  describing 
Washington's  person,  and  takes  up  his  height,  and  then 
his  build. 

Sentence  2  is  full  of  changes  in  subject. 

Do  not  miss  the  new  topic  in  riders  and  in  walk  (Ifi, 
sentence  4) ;  or,  for  instance,  in  talker,  ^[2,  sentence  I ; 
or  politician,  If  3,  sentence  I,  and  industrious,  sentence  2. 

If 6.    Paraphrase  sentence  2.     Sentence  3. 


STUDIES  IN  RELATIVE  THOUGHT  VALUES  OF  WORDS    25 

30.    THE  ADVANTAGES  OF  TRUTH 

From  The  Spectator.     No.  352. 

1  Truth  and  reality  have  all  the  advantages  of  ap- 
pearance, and  many  more.  2  If  the  show  of  anything 
be  good  for  anything,  I  am  sure  sincerity  is  better ; 
for  why  does  any  man  dissemble,  or  seem  to  be  that 

5  which  he  is  not,  but  because  he  thinks  it  is  good  to  have 
such  a  quality  as  he  pretends  to  ?  for  to  counterfeit 
and  dissemble  is  to  put  on  the  appearance  of  some  real 
excellency.  3  Now,  the  best  way  in  the  world  for  a  man 
to  seem  to  be  anything,  is  really  to  be  what  he  would 

10  seem  to  be.  4  Besides,  it  is  many  times  as  troublesome 
to  make  good  the  pretence  of  a  good  quality,  as  to  have 
it ;  and  if  a  man  have  it  not,  it  is  ten  to  one  but  he  is 
discovered  to  want  it,  and  then  all  his  pains  and  labor 
to  seem  to  have  it  is  lost. 

is      1  It  is  hard  to  personate  and  act  a  part  long ;  for 

Explain  absolute  power;  despotic  trust;  monarchic 
soldiers  and  civilians;  trampled  on  their  offer. 

Why  an  awful  trust  ?     Etc. 

30.  Illustration  of  efforts  to  strengthen  the  idea  by 
the  use  of  synonymous  expressions. 

Counterfeit  and  dissemble;  to  personate  and  to  act  a 
part;  dissimulation  and  deceit;  plainer  and  easier; 
safer  and  more  secure  way;  trouble  and  difficulty;  en- 
tanglement and  perplexity;  danger  and  hazard;  shortest 
and  nearest;  the  shortest  and  nearest  way  to  our  end, 
carrying  us  thither  in  a  straight  line;  hold  out  and  last. 

If i.    SENTENCE  i.     How  many  advantages? 

What  balances  truth  and  reality? 

SENTENCE  2.  Which  idea  balances  show?  Ans. 
Sincerity.  Good  for  anything?  Ans.  Better. 

TURNER,   TEACH.   TO  READ — .3 


26  TEACHING  TO  READ 

where  truth  is  not  at  the  bottom,  nature  will  always 
be  endeavoring  to  return,  and  will  peep  out  and  betray 
herself  onetimeorother.  2Thereforeif  any  man  think 
it  convenient  to  seem  good,  let  him  be  so  indeed,  and 

20  then  his  goodness  will  appear  to  everybody's  satis- 
faction ;  so  that,  upon  all  accounts,  sincerity  is  true 
wisdom.  3  Particularly  as  to  the  affairs  of  this  world, 
integrity  has  many  advantages  over  all  the  fine  and 
artificial  ways  of  dissimulation  and  deceit ;  it  is  much 

25  the  plainer  and  easier,  much  the  safer  and  more  secure 
way  of  dealing  in  the  world  ;  it  has  less  of  trouble  and 
difficulty,  of  entanglement  and  perplexity,  of  danger 
and  hazard  in  it ;  it  is  the  shortest  and  nearest  way 
to  our  end,  carrying  us  thither  in  a  straight  line,  and 

30  will  hold  out  and  last  longest. 

SIR  RICHARD  STEELE. 

For  why.  —  Because  of  the  reason  that  is  to  follow. 
Dissemble,  or  seem  to  be  that  which  he  is  not.  -  -  The 
"  show  "  of  something  (line  2). 

But  because.  —  Unless ;  for  the  cause  that  is  explained 
in  the  next  proposition,  which  is,  he  thinks  it  is  good  to 
have  such  a  quality  as  he  pretends  to  (have). 

For  (line  6).  —  Because. 

Appearance  (line  7).  —  See  sentence  i. 

SENTENCE  3.  Seem  to  be.  —  See  seem  to  be,  line  4. 
Is  really  TO  BE  what  he  would  seem  to  be. 

SENTENCE  4.  What  new  quality  is  brought  into  the 
argument  ?  Ans.  See  troublesome. 

What  balances  to  make  good  the  pretence?  Ans.  To 
have  it.  Pretence,-  "  appearance  "  (line  l) ;  "show" 
(line  2) ;  etc. 

^[2.    SENTENCE  2.     Convenient,  becoming;  proper. 

Which  is  the  argumentative  word  ? 

SENTENCE   3.     What  is  the  author  writing  about  in 


STUDIES  IN  RELATIVE  THOUGHT  VALUES  OF  WORDS    27 

31.    COMPLAINT  AND  REPROOF 

"  How  seldom,  Friend,  a  good  great  man  inherits 
Honor  or  wealth  with  all  his  worth  and  pains ! 
It  sounds  like  stories  from  the  land  of  spirits, 
If  any  man  obtains  that  which  he  merits, 
s      Or  any  merit  that  which  he  obtains." 

For  shame,  dear  Friend  !  renounce  this  canting  strain  ! 

What  wouldst  thou  have  a  good  great  man  obtain  ? 

Place  —  titles  —  salary  —  a  gilded  chain  - 

Or  throne  of  corses  which  his  sword  hath  slain  ? 

10     Greatness  and  goodness  are  not  means,  but  ends ! 

Hath  he  not  always  treasures,  always  friends, 
The  good  great  man  ?  —  three  treasures,  love,  and  light 

And  calm  thoughts  regular  as  infant's  breath ; 
And  three  firm  friends  more  sure  than  day  and  night  - 
15      Himself,  his  Maker,  and  the  angel  Death. 

SAMUEL  TAYLOR  COLERIDGE. 


this  sentence  ?     Define  integrity,  dissimulation,  etc. 

Trace  the  semicolons.  Let  them  aid  you  in  recogniz- 
ing thought  divisions.  How  many  divisions  do  they 
here  indicate  ?  Some  authors  would  punctuate  these 
portions  as  separate  sentences.  Would  such  a  change 
materially  affect  the  reading  in  this  particular  case  ? 

31.  The  poet  is  replying  to  the  pessimistic  remark 
of  a  friend.  The  remark  is  given  in  stanza  i. 

Study  the  combination  good  great  (line  i). 

Stories  from  the  land  of  spirits  sound  unbelievable. 

Canting  (line  6),  complaining. 

Explain  the  significance  of  the  individual  queries  in 
line  8.  Explain  the  meaning  of  line  10. 


28  TEACHING  TO  READ 

32.  BRUTUS  IN  THE  FORUM  AFTER  THE  MURDER 
OF  CAESAR 

From  Julius  Casar.     Act  III.     Scene  II. 

1  Romans,  countrymen,  and  lovers !  hear  me  for  my 
cause,  and  be  silent,  that  you  may  hear;  believe  me 
for  mine  honor,  and  have  respect  to  mine  honor,  that 
you  may  believe ;  censure  me  in  your  wisdom,  and 
awake  your  senses,  that  you  may  the  better  judge. 

2  If  there  be  any  in  this  assembly,  any  dear  friend  of 
Caesar's,  to  him  I  say  that  Brutus'  love  to  Caesar  wrai 
no  less  than  his.     3  If  then  that  friend  demand  why 
Brutus  rose  against  Caesar,  this  is  my  answer,  -  -  Not 
that  I  loved  Caesar  less,  but  that  I  loved  Rome  more. 
4  Had  you  rather  Caesar  were  living,  and  die  all  slaves, 
than  that  Caesar  were  dead,  to  live  all  freemen  ?     *  As 
Caesar  loved -me,  I  weep  for  him;   as  he  was  fortunate, 
I  rejoice  at  it ;    as  he  was  valiant,  I  honor  him  ;    but 
as  he  was  ambitious,  I  slew  him.     8  There  is  tears  for 
his  love,  joy  for  his  fortune,  honor  for  his  valor,  and 
death  for  his  ambition.     7  Who  is  here  so  base  that  would 
be  a  bondman  ?     8  If  any,  speak,  for  him  have  I  offended. 

9  Who  is  here  so  rude  that  would  not  be  a  Rom.m  : 

10  If  any,  speak,  for  him  have  I  offended.     n  Who  is 
here  so  vile  that  will  not  love  his  country  ?     "  If  any, 
speak,  for  him  have  I  offended.     18 1  pause  for  a  reply. 

All.     None,  Brutus,  none. 

Brutus.  1  Then  none  have  I  offended.  I  have 
done  no  more  to  Caesar  than  you  shall  do  to  Brutus. 

3  The  question  of  his  death  is  enrolled  in  the  Capitol ; 
his  glory  not  extenuated,  wherein  he  was  worthy,  nor 
his  offences  enforced,  for  which  he  suffered  death. 

WILLIAM  SHAKESPEARE. 

32.  A  tactful,  logical,  argumentative  speech  in 
which  every  sentence  is  carefully  moulded. 

The  effect  upon  the  people  was  such  that,  at  its  close,  they 


STUDIES  IN  RELATIVE  THOUGHT  VALUES  OF  WORDS    29 

'  wished  to  carry  the  assassin  home  in  triumph :  «  Give  him 
statue  with  his  ancestors,"  and  "Let  him  be  Cesar  »     But 
another  tactful,  logical,  argumentative  speech  followed  by 
Antony,  the  friend  of  Caesar,  and  they  were  swayed  to  the 
opposite  extreme  and  clamored  for  the  death  of  the  traitors. 

Lovers,  those  held  in  affection ;  friends. 

Study  the  parts  in  the  first  sentence  that  are  divided 
by  semicolons.  How  do  they  differ  as  to  thought? 
Ans.  The  first  deals  with  hearing,  the  second  with 
believing,  and  the  third  with  censuring. 

Compare  the  balanced  arrangement  of  the  parts  in 
the  three  divisions : 

hear  me  for  my  cause  ||  and  be  silent  |  that  you  may  hear 
believe  me  for  mine  honor  ||  and  have  respect  to  mine 

honor    that  you  may  believe 

censure  me  in  your  wisdom  ||  and  awake  your  senses  |  that 

you  may  the  better  judge. 

Why  is  the  relation  between  the  second  and  third 
portions  closer  than  between  the  first  and  what  follows  ? 
Sometimes  we  find  the  sentence  printed  with  semi- 
colons after  cause,  honor,  and  wisdom,  which  means,  of 
course,  that  the  main  divisions  will  be  separated  by  colons. 

Censure  me,  judge  me;  decide  for  or  against  me. 

Trace  the  balanced  portions  in  sentence  4. 

Note  not  only  the  balance  preserved  between  the 
parts  of  sentence  5,  but  also  the  contrast  in  thought 
between  the  last  part  and  those  that  preceded  it. 

Locate  the  contrast  in  sentence  6. 

Note  the  method  by  which  the  speaker  leads  his 
hearers  up  to  a  decision  in  his  favor,  and  the  finality 
with  which  he  states  it  for  them. 


30  TEACHING  TO  READ 

SUGGESTIVE  QUESTIONS  FOR  WRITTEN  REVIEW 

Note.  The  written  reviews  are  not  meant  to  take  the 
place  of  oral  examinations.  The  test  of  oral  reading  must 
always  be  oral  reading ;  but  the  advantage  of  securing  a  defi- 
nite reply  from  every  pupil  to  such  questions  as  the  follow- 
ing will  be  readily  appreciated. 

1.  How  many  and  what  ideas  do  you  wish  to  impress 
upon  your  hearers  in  No.  I  ? 

2.  Outline  the  balancing  of  ideas  in  sentence  2,  No.  5. 

3.  (No.  6.)    What  is  the  author  discussing  ?    What 
relation  does  sentence  2  bear  to  sentence  I  ? 

4.  Paraphrase  No.  8.* 

5.  Explain  the  truth  of  No.  10. 

6.  (No.  14.)  How  do  you  know  that  the  Emperor's 
powers  of  endurance  were  recognized  ?     That  they  were 
recognized   by  many  ?     That   they  had   been   tested  ? 
That  they  had  been  tested  many  times  ? 

7.  (No.  23.)   What  object  had  Bozzaris  in  making 
this  plea  ?     Wherein  lies  its  greatest  power  to  attain 
this  object  ? 

8.  (No.  28.)  Who  was  Zenobia  ?     What  word  is  un- 
derstood in  ^ 2,  sentence  4? 

9.  Give  the  meaning  of  the  following  words  in  No. 
30:  sincerity y  dissemble,  counterfeit,  pains,  personate. 

10.  (No.  32.)  What  object  had  Brutus  in  making  the 
speech  ?  Name  two  ways  in  which  he  shows  argumen- 
tative tact.  Quote  a  sentence  to  illustrate  each. 

Follow  the  written  examination  with  a  test  in   reading 
difficult   passages    aloud,  —  both   old    and    new   matter,  — 
remembering  that  the  final  test  in  reading  is  not  how  much 
one  can  tell  about  the  thought,  but  how  truthfully  he  can 
express  it. 

*  Such  questions  are  not  introduced  with  the  idea  of  cor- 
relating composition  and  reading.  Paraphrasing  is  to  be 
regarded  as  a  definite  part  of  reading  work,  and  here  as  the 
written  test  of  the  pupil's  comprehension  of  the  thought. 


CHAPTER  II 
STUDIES  IN  GROUPING 

The  second  problem  of  expression  is  the  problem  of 
grouping. 

Material  has  been  selected  that  offers  special  practice 
in  this  field,  and  eliminates,  so  far  as  possible,  the  ex- 
pressive and  constructive  problems  of  succeeding 
chapters. 

Gradation  from  the  easy  to  the  difficult  is  the  natural 
order  of  procedure. 

PEDAGOGICAL  INTRODUCTION 

The  process  of  grouping,  through  constant  habit, 
is  instinctive.  We  find  it  in  its  simplest  form  in  the 
pronunciation  of  all  words  of  more  than  one  syllable. 
Such  words  are  made  up  of  groups  of  syllable  sounds, 
as  pre-ma-ture.  Separated  (pre  ma  ture),  these  syllables 
mean  nothing;  spoken  correctly  together,  they  stand 
for  an  idea.  To  speak  them  correctly,  we  must  not 
only  sound  each  syllable  distinctly,  but  we  must  rec- 
ognize the  leading  syllable. 

A  child  learning  to  talk  begins  with  a  single  sound 
or  syllable.  Gradually  through  imitation  he  uses  words 
of  two  syllables,  as  papa,  mama.  Then  we  find  him 
grouping  two  words  :  Baby  —  drink ;  Water  —  more. 
These  first  groups  are  always  made  up  of  strongly 

31 


32  TEACHING  TO  READ 

significant  words.  It  is  a  long  time  before  he  begins 
to  deal  with  subordinate  words,  —  before  he  says,  "  A 
drink ;  "  "  The  baby."  He  will  say,  "  Mama  —  bird  - 
pretty,"  long  before  he  will  say,  "  The  pretty  bird." 
But,  some  day,  he  will  come  running  with  eager  feet 
and  call,  "Mama,  come  and  see  the  pretty  bird."  It 
will  slip  "  trippingly  "  from  the  tongue,  —  every  signifi- 
cant word  in  its  true  degree  of  prominence  and  the  sub- 
ordinate words  passed  over  with  easy  lightness.  An  idea 
entered  his  mind  and  spontaneously  he  expressed  it. 

He  enters  school.  One  by  one  strange  word  signs 
are  placed  before  him.  Eagerly  he  strives  to  give 
each  one  its  proper  name :  hat,  rat,  cat  —  the  cat. 
Patiently  the  teacher  urges  him  to  say  "  the  CAT " ; 
but  she  has  presented  a  new  word  sign  which  stands 
new  and  strange  beside  the  one  already  learned.  For 
many  months  he  has  said  theCAT,  theMOUSE,  theHORSE. 
He  said  it  instinctively  and  the  meant  nothing  to  him. 
Now  it  means  a  strange  new  sign,  and  small  wonder 
that  he  utters  it  with  the  prominent  separateness 
which  it  has  suddenly  assumed  in  his  mind.  "  The 
CAT,"  urges  the  teacher,  but  "THE  CAT"  it  often 
long  remains  with  stubborn  persistence,  —  and  the  first 
seed  of  unnatural  expression  is  sown. 

The  study  of  grouping  is  a  study  of  thought  units  in 
whatever  form  they  may  occur,  —  words,  phrases, 
clauses,  or  entire  short  sentences ;  as, 

The  beautiful  child who  had  -  -  all  this  time been 

waiting  by  the  palace  gate  -  -  turned  -  sadly  -  away. 

Will  you  do  it  ?     I  will. 

It  involves  not  only  the  separation  of  the  sentence 


STUDIES  IN  GROUPING  33 

into  the  thought  units,  but  an  appreciation  of  the  rela- 
tive degrees  of  importance  of  the  words  in  the  thought 
units  themselves ;  as, 

Out  of  SIGHT  -  -  OUt  of  MIND. 

Punctuation  only  assists  the  reader  in  grouping.  To 
indicate  all  thought  groups  with  punctuation  marks 
would  be  to  spatter  the  printed  page  unnecessarily 
and  to  confusion.  The  author  takes  for  granted  that 
the  people  who  will  read  his  words  are  intelligent  and 
able  to  do  much  of  the  grouping  for  themselves.  So 
he  indicates  the  main  groups  according  to  established 
grammatical  rules,  which  themselves  are  based  on  the 
thought,  and  leaves  his  readers  to  make  the  others. 
Notice  how  the  grammatical  groups  subdivide  in  the 
following : 

Ten  guineas,  added  to  about  two  -  -  which  I  had  remaining 
from  my  pocket  money,  seemed  -  -  to  me  -  -  sufficient  for  an 
indefinite  length  of  time. 

Opinions  may  differ  regarding  divisions,  because  two 
people  may  not  be  equally  impressed  with  the  impor- 
tance of  a  certain  phrase  or  clause,  but  the  underlying 
principle  of  unity  remains  unchanged. 

A  thought  group  occasionally  combines  two  gram- 
matical groups : 

"  O,  young  Lochinvar  has  come  out  of  the  west." 

"  Why,  Sir,  I  was  so  astonished  that  I  could  hardly  speak." 

To  observe  the  comma  after  0,  as  it  is  sometimes 
found  punctuated,  is  to  detract  unnecessarily  from  the 
important  introduction  of  the  hero  of  the  tale ;  and, 


34  TEACHING  TO  READ 

in  natural  conversation,  the  comma  after  Why  might, 
or  might  not,  be  observed. 

Grammatical  grouping  and  thought  grouping  very 
often  exactly  coincide,  as  can  be  seen  in  selection  No.  23. 

Occasionally  we  must  consider  the  punctuation  very 
carefully  in  order  to  determine  the  meaning,  and  group 
accordingly  : 

"  Frobisher,  the  intrepid  explorer  for  the  Northwest 
Passage,  accused  Admiral  Drake  of  cowardice  during  the 
action  with  the  Spanish  Armada." 

The  cowardice  was  during  the  action^  etc. ;  not  the 
accusation. 

Some  authors  use  punctuation  marks  much  more 
freely  than  others,  as  will  be  seen  by  a  comparison  of 
Nos.  24  and  25.* 

A  teacher  should  refer  to  the  use  of  punctuation 
marks,  and  their  usefulness  to  a  reader,  and  particularly 
to  a  sight  reader,  as  often  and  as  long  as  conditions 
show  that  such  instruction  is  needed.  Let  the  office 
of  the  colon  and  the  semicolon,  in  particular,  be  thor- 
oughly understood.  Teach  punctuation,  not  from  the 
grammatical  standpoint  (that  is  the  business  of  the 
grammar  class),  but  from  the  interpretative  standpoint. 
In  the  grammar  class  we  may  say :  What  mark  of  punc- 
tuation belongs  in  that  place,  and  why  should  it  be 
placed  there  ?  In  the  reading  class  we  say,  The  mark 
is  there :  What  does  it  mean  ? 

*  No  effort  has  been  made  to  reduce  the  punctuation  of 
the  selections  in  this  book  to  uniformity.  Care  has  been 
taken  only  that  they  shall  accord  with  standard  editions. 
Pupils  must  be  trained  to  interpret  literature  as  it  stands, 
and  to  do  this  requires  an  understanding  of  the  general  laws 
of  punctuation. 


STUDIES  IN  GROUPING 

SELECTIONS  AND  SUGGESTIVE  STUDIES 

1.  Out  of  sight,  out  of  mind. 

2.  Whatever  is  done  must  be  done  quickly. 

3.  I  found  the  passage  to  which  he  referred. 

4.  The  place  from  which  the  light  proceeded  was  a 
small  chapel. 

5.  The  merchant  gave  the  sailor  who  rescued  him 
a  thousand  dollars. 


1.  With  the  grouping  indicated  for  us.     See  Intro- 
duction, page  33. 

2.  What    are    we    talking    about  ?     Ans.    Whatever 
is  done.     What  is    said    about  it  ?     Ans.    It  must  be 
done  quickly. 

3.  Not,  I  found  the  passage --to  which  he  referred. 
Found  what  ?     Ans.    The  passage  to  which  he  referred, 

-  a  particular  passage. 

4.  Not,   The  place --from  which  the  light  proceeded 
was  a  small  chapel,  but,   The  place  from  which  the  light 
proceeded  -  -  was  a  small  chapel. 

5.  Who  gave  a  thousand  dollars?  ,  Ans.    The  mer- 
chant. 

How  much  did  ike  merchant  give  ?  Ans.  A  thou- 
sand dollars. 

To  whom  did  the  merchant  give  a  thousand  dollars? 
Ans.  To  the  sailor  who  rescued  him. 

Keep  in  mind  as  you  read  that  you  have  three  ideas 


36  TEACHING  TO  READ 

6.  Our  next  care  was  to  bring  the  booty  home  with- 
out meeting  the  enemy. 

7.  She  seemed  as  happy  as  a  wave 
That  dances  on  the  sea. 

8.  The  German  explorers  in  the  Polar  regions  built 
their  cabins  on  ice  forty-five  feet  thick. 


to  present :  Who  gave  the  money ;  to  whom  the  money 
was  given  ;  and  how  much  money  was  given. 

Do  not  be  too  much  concerned  if  such  exact  phrasing 
at  this  point  appears  to  be  "  chopping  up  "  the  reading 
too  much.  The  longer  paragraphs  and  longer  and  more 
complicated  sentences  soon  to  come  will  correct  effectu- 
ally any  such  tendency.  We  cannot  hope  to  teach 
pupils  to  see  and  express  the  parts  of  difficult,  involved 
sentences,  if  we  do  not  first  lead  them  to  see  and  express 
the  parts  of  shorter,  simpler  sentences. 

6.  Our  next  care  -  -  was  to  bring  the  booty  home  without 
meeting  the  enemy. 

7.  Keep  the  group  expressing  the  comparison  con- 
tinuous.    How  happy? 

8.  Not,  The  German  explorers  -  -  in  the  Polar  regions  > 
but  The  German  explorers  in  the  Polar  regions,  —  parti- 
cular German  explorers. 

Not,  built  their  cabins  on  ice  -  -  forty-five  feet  thick,  but 
on  ice  forty- five  feet  thick.  There  is  something  remark- 
able in  the  thought  as  shown  by  the  latter  phrasing, 
but  it  would  not  be  worth  while  to  read  that  Polar 
explorers  built  their  cabins  on  ice  ! 


STUDIES  IN  GROUPING  37 

9.    When  to  give  up  business  and  enjoy  their  wealth 
is  a  problem  never  solved  by  some. 

10.  The-  Sandwich   Islander  is   confident   that   the 
strength  and  valor  of  his  slain  enemy  pass  into  himself. 

11.  Not  a  habitation  nor  an  inhabitant  along  the 
route  was  spared. 

12.  At    the    opening    of    the    thirteenth    century, 
Oxford  took. and  held  rank  with  the  greatest  schools 
of  Europe. 


9.  Note  that  it  is  a  single  problem  made  up  of  two 
parts ;    namely,    When  to  give  up  business  and  enjoy 
their  wealth.     Also,  that  it  is  a  particularly  described 
problem,  —  a  problem  never  solved  by  some. 

Appreciation  of  the  thought  value  of  problem  and 
never  solved  may  introduce  pauses  of  emphasis,  but  the 
inflection  should  show  that  the  reader  recognizes  the 
continuousness  of  the  group. 

10.  A  sentence  that  contains  a  single  thought  group, 
but  is  too  long  to  be  read  easily  as  such,  should  be  sepa- 
rated into  parts  to  show  what  it  is  about,  and  what 
is  said  about  it. 

Be  alert  for  a  break  after  enemy.  Is  confident  of 
what? 

11.  Both  the  habitation  and  the  inhabitant  must  be 
along  the  route. 

12.  Took  and  held  what?     Not  rank,  but  rank  with 

the  greatest  schools  of  Europe. 


38  TEACHING  TO  READ 

13.  There  is  nothing  so  easy  but  that  it  becomes 
difficult  when  you  do  it  with  reluctance.  TERENCE. 

14.  If  a  word  spoken  in  its  time  is  worth  one  piece 
of  money,  silence  in  its  time  is  worth  two.  Talmud. 

15.  A  lie  which  is  all  a  lie  may  be  met  and  fought 

with  outright, 

But  a  lie  which  is  part  a  truth  is  a  harder  matter 
to  fight.       The  Grandmother  —  ALFRED  TENNYSON. 

16.  A  tart  temper  never  mellows  with  age,  and  a 
sharp  tongue  is  the  only  edged  tool  that  grows  keener 
with  constant  use.       Rip  Van  winUe  _  WASHINGTON  IRVING. 


13.  Do  not  allow  the  importance  of  difficult  and  its 
balanced  relation  to  easy  to  destroy  the  grouping  that 
tells  us  that  it  becomes  difficult  only  under  a  certain 
condition. 

14.  What  statement  forms  the  basis  of  the  argument  ? 

i  2 

If  a  word  spoken  in  its  time is  worth  one  piece  of  money 

..  3                .  4  .  5 

silence  -  -  m  its  time is  worth  two. 

Observe  the  balance  between  the  first  and  the  third 
and  fourth,  and  between  the  second  and  the  fifth. 

Talmud,  the  book  of  Hebrew  laws,  consisting  of  two  parts  : 
one,  the  written  law ;  the  other,  a  collection  of  traditions  and 
comments  of  Jewish  doctors  of  law,  or  learned  men. 

15.  What    may    be    met   and   fought   with    outright? 
What  is  a  harder  matter  to  fight  ? 

1 6.  Not,  the  only  edged  tool,  but  the  only  edged  tool 
that  grows  keener  with  constant  use. 


STUDIES  IN  GROUPING  39 

17.  They  sat  them  down  upon  the  yellow  sand, 
Between  the  sun  and  moon  upon  the  shore. 

The  Lotos-Eaters  —  ALFRED  TENNTION. 

18.  All  that  tread 

The  globe  are  but  a  handful  to  the  tribes 
That  slumber  in  its  bosom. 

Thanatopsis  —  WILLIAM  CULLEN  BRYANT. 

19.  The  ship  canal  across  the  Isthmus  of  Suez  was 
dug  in  order  that  European  vessels  need  not  sail  around 
the  Cape  of  Good  Hope  to  reach  the  Orient. 

17.  Do  not  group  the  sun  and  moon  upon  the  shore. 

1 8.  Express  the  thought  in  your  own  words.     Ex- 
ample:  The  living  are  but  a  handful  in  number  when 
compared  with  the  dead. 

Observe  that  tread  and  slumber  are  but  parts  of 
figurative  expressions. 

Notice  that  the  pupil  who  phrases,  All  that  tread  the 
globe  are  but  a  handful  --to  the  tribes  that  slumber  in  its 
bosom,  momentarily  states  an  untruth. 

Distinguish  carefully  between  pauses  following 
thought-filled  words  and  pauses  that  -mark  thought 
groups.  A  pause  of  the  former  type  may  occur  after 
handful,  and  the  continuousness  of  grouping  be  still 
maintained  through  inflection. 

19.  Whatow  dug?    Not,    The  ship  canal —  across 
the    Isthmus   of  Suez,   hut    The  ship  canal  across  M/ 
Isthmus  of  Suez. 

Keep  the  group  expressing  the  purpose  continuous, 
and,  at  the  same  time,  do  not  undervalue  the  words 
that  have  special  meaning.  Was  dug  —  why  ? 


40  TEACHING  TO  READ 

20.  Were  it  not  for  the  warm  waters  of  the  Gulf 
Stream,  the  harbors  and  the  rivers  of  Britain  would 
be  blocked  with  ice  for  a  large  part  of  the  year. 

21.  Though  the   atmosphere  presses  on   us  with   a 
load  of  fifteen  pounds  to  every  square  inch  of  surface, 
stHl  we  do  not  feel  its  weight. 

22.  The  principal  nobles  were  delivered  up  as  hos- 
tages and  were  thrown  into  prison,  although  honorable 
treatment  had  been  promised  them. 


20,  21.  Inverted  forms  need  to  be  carefully  grouped 
to  avoid  confusion  in  the  mind  of  the  hearer,  and  to 
enable  him  to  adjust  the  various  parts  as  they  are 
successively  presented. 

20.  Keep  the  effect  of  the  main  clause  continuous, 
but  do  not  obscure  the  words  that  are  of  special  im- 
portance. 

21.  Keep  the  clause  of  concession  complete. 

22.  With  how  many  thoughts  does  the  sentence  deal  ? 
Ans.  Two.  — The  delivering  up  of  the  principal  nobles 
as  hostages,  and  the  treatment  accorded  them  in  op- 
position   to    the    promise.     The    recognition    of    this 
division  will  correct  the  grouping  that  causes  the  last 
clause  to  stand  in  opposition  to  both  delivering  them 
up  as  hostages  and  throwing  them  into  prison.     The 
position  of  the  single  comma  may  be  misleading. 

Hostage,  a  person  given  as  a  pledge  or  security  for  the  per- 
formance of  the  conditions  of  a  treaty,  on  the  performance  of 
which  the  person  is  to  be  released. 

Although,  originally,  was  more  emphatic  than  though. 


STUDIES  IN  GROUPING  4I 

23.  I  would  do  what  I  pleased,  and  doing  what  I 
pleased,  I  should  have  my  will ;    and  having  my  will, 
I  should  be  contented;    and  when  one  is  contented, 
there  is  no  more  to  be  desired ;    and  when  there  is  no 
more  to  be  desired,  there  is  an  end  to  it. 

Don  Quixote—  MIGUEL  CERVANTES. 

24.  When  we  have  practiced  good  actions  awhile, 
they  become  easy;   and,  when  they  are  easy,  we  bc^in 
to  take  pleasure  in  them;    and,  when  they  please  us, 
we  do  them  frequently  ;    and,  by  frequency  of  acts, 
they  grow  into  a  habit.  JOHN  TILLOTSON. 

25.  A  ruler  who  appoints  any  man  to  an  office  when 
there  is  in  his  dominions  another  man  better  qualified 
for  it  sins  against  God  and  against  the  state.       Koran. 

26.  The  progress  of  mankind  towards  the  holy  city 
of  God  is  like  that  of  some  penitents,  who  on  their 
pilgrimage  to  Jerusalem  always  take  three  steps  for- 
ward and  one  backward.  JEAN  pAUL  RICHTER. 

23 .  The  grammatical  grouping  and  the  thought  group- 
ing exactly  coincide. 

24.  The  punctuation  is  absolutely  correct.     Read, 
observing  all  the  commas.     What  is  the  effect  ? 

Which  grammatical  groups  may  be  phrased  together  ? 

25.  Compare  with  No.  24. 

Koran,  the  sacred  book  of  the  Mohammedans  and   the 
textbook  in  all  Mohammedan  schools. 

26.  Judge  whether  the  pupil's  pause  after  penitents 
is  one  of  completeness  or  incompleteness  of  thought. 

What  are  you  reading  about  ? 

TURNER,  TEACH.    TO    READ 4 


42  TEACHING  TO  READ 

27.  Good  breeding  is  the  result  of  much  good  sense, 
some  good  nature,  and  a  little  self-denial  for  the  sake 
of  others,  and  with  a  view  to  obtain  the  same  indulgence 
from  them.  Letters  to  His  Son  —  EARL  OF  CHESTERFIELD. 

28.  It  has  been  observed  that  the  height  of  a  man 
from  the  crown  of  the  head  to  the  sole  of  the  foot  is 
equal  to  the  distance  between  the  tips  of  the  middle 
fingers  of  the  two  hands  when  extended  in  a  straight 
line-  Natural  History  —  PLINY  THE  ELDER. 

29.  The  beautiful  child,  who  had  all  this  time  been 
waiting  at  the  palace  gate,  turned  sadly  away. 

30.  The  sun  that  brief  December  day 
Rose  cheerless  over  hills  of  gray, 
And,  darkly  circled,  gave  at  noon 
A  sadder  light  than  waning  moon. 

Snow-Bound  —  JOHN  GREENLEAF  WHITTIER. 


27.  How    many    parts    to    the    definition  ?     Ans. 
Three.     What  is  the  first  ?     The  second  ?     What  is  the 
third  ?     Ans.    A  little  self -denial  for  the  sake  of  others, 
and  with  a  view  to  obtain  ike  same  indulgence  from  them. 

Good  breeding  is  the  result  of  what  three  things  ? 
Ans.  Good  sense,  good  nature,  and  self-denial.  How 
much  good  sense?  How  much  good  nature?  How 
much  self -denial? 

Self-denial  for  what  two  things  ?  Ans.  For  the  sake 
of  others,  and  with  a  view  to  obtain  the  same  for  ourselves. 
Do  you  see  any  selfishness  in  that  part  of  the  definition  ? 

28.  Study    the    divisions    and    subdivisions.     First, 
what  has  been  observed?     Ans.    All  that  follows.     Then, 


STUDIES  IN  GROUPING  43 

31.  But  when  the  gray  dawn  stole  into  his  tent, 
He  rose,  and  clad  himself,  and  girt  his  sword, 
And  took  his  horseman's  cloak,  and  left  his  tent, 
And  went  abroad  into  the  cold  wet  fog, 
Through  the  dim  camp  to  Peran-Wisa's  tent. 

Sohrab  and  Rustum  —  MATTHEW  ARNOLD. 

32.  He  that  knows  not,  and  knows  not  that  he  knows 
not,  is  a  fool ;   avoid  him. 

He  who  knows  not,  and  knows  that  he  knows  not,  is 
simple ;  teach  him. 

He  who  knows,  and  knows  not  that  he  knows,  is 
asleep ;  wake  him. 

But  he  who  knows  and  knows  that  he  knows,  is  a 
wise  man  ;  follow  him.  Arabian  Proverbs. 

what  is  equal  to  the  distance,  etc.  ?     Not,  of  the  two  hands, 
but  of  the  two  hands  when  extended  in  a  straight  line. 

29.  Answers  to  such  questions  as,  —  How  ?     When  ? 
Where  ?   What  ? — are  frequently  effective  aids  to  group- 
ing.    Note  how  the  separating  of  such  a  group  brings 
the  idea  into  prominence.     The  beautiful  child  did  what  ? 
Ans.  Turned  away.    How  ?    Ans.  Sadly.    What  beauti- 
ful child?     Who  had  been  waiting  how  long  ? 

30.  The  sun  —  did  what?     Rose — where?     How? 
When  ?     Gave  —  what  ?     When  ? 

31.  He  (Sohrab)  did  how  many  things  ? 

Are  some  of  the  groups  more  closely  connected  in 
thought  than  others  ?  Can  you  see  any  reason  for  the 
omission  of  a  comma  after  camp  ? 

32.  Good  reading  of  this  phrasing  requires  skillful 
reading  of  repeated  words. 


44  TEACHING  TO  READ 

33.  For  right  is  right,  since  God  is  God, 

And  right  the  day  must  win ; 
To  doubt  would  be  disloyalty, 
To  falter  would  be  sin. 

The  Right  Must  Win  —  FREDERICK  WILLIAM  FABEE. 

34.  The  muffled  drum's  sad  roll  has  beat 

The  soldier's  last  tattoo ; 
No  more  on  life's  parade  shall  meet 

That  brave  and  fallen  few. 
On  fame's  eternal  camping  ground 

Their  silent  tents  are  spread, 


3 3 .  Does  the  thought  grouping  agree  with  the  caesural 
grouping  ? 

For  right  is  right,  ||  since  God  is  God, 
And  right  ||  the  day  must  win ; 

To  doubt  ||  would  be  disloyalty, 
To  falter  ||  would  be  sin. 

Caesura  (sezQ'ra),  a  metrical  pause  so  introduced  as  to  aid 
the  recital,  and  to  render  the  versification  more  melodious, 
as  well  as  to  express  more  clearly  the  meaning.  It  divides  a 
verse  or  line  into  equal  or  unequal  parts. 

34.  Can  you,  in  each  case,  see  a  reason  for  the  group- 
ing indicated  ? 

The  muffled  drum's  sad  roll  ||  has  beat 

The  soldier's  last  tattoo ;  || 
No  more  on  life's  parade  ||  shall  meet 

That  brave  |  and  fallen  |  few.|| 
On  fame's  eternal  camping  ground  | 

Their  silent  tents  are  spread,  || 
And  glory  \  guards,  |  with  solemn  round,  | 

The  bivouac  |  of  the  dead.il 


STUDIES   IN  GROUPING  45 

And  glory  guards,  with  solemn  round, 
The  bivouac  of  the  dead. 

No  rumor  of  the  foe's  advance 

Now  swells  upon  the  wind ; 
No  troubled  thought  at  midnight  haunts 

Of  loved  ones  left  behind  ; 
No  vision  of  the  morrow's  strife 

The  warrior's  dream  alarms  ; 
No  braying  horn  nor  screaming  fife 

At  dawn  shall  call  to  arms. 

The  Bivouac  of  the  Dead  —  THEODORE  O'HARA. 


No  rumor  of  the  foe's  advance  | 

Now  swells  upon  the  wind ;  || 
No  troubled  thought  |  at  midnight  |  haunts  | 

Of  loved  ones  left  behind ;  || 
No  vision  of  the  morrow's  strife  | 

The  warrior's  dream  |  alarms ;  || 
No  braying  horn  |  nor  screaming  fife  | 

At  dawn  |  shall  call  to  arms.  || 

Note  the  words  that  come  into  prominence  through 
inferred  comparison ;  as,  last  tattoo;  life's  parade; 
fame's  eternal  camping  ground;  silent  tents;  glory 
guards;  solemn  round;  bivouac  of  the  dead. 

Is  a  muffled  drum  always  used  to  beat  a  tattoo? 

With  what  other  tattoos  does  this  one  contrast 
(line  2)  ?  With  what  other  camping  ground  (line  5)  ? 
Why  eternal?  Why  fame's?  Etc. 

When  the  remains  of  the  Kentucky  soldiers  who  fell  at 
Buena  Vista  (Feb.  22-23, 1847)  were  removed  to  their  native 
state,  Mr.  O'Hara  wrote  "  The  Bivouac  of  the  Dead  "  in 
commemoration  of  his  comrades,  among  whom  was  the  son 
of  Henry  Clay.  The  entire  ode  was  read  at  the  dedication 


46  TEACHING  TO  READ 

35.  The  covering  of  animals  is  the  first  thing  which 
presents  itself  to  our  observation,  and  is,  in  truth,  both 
for  its  variety  and  its  suitableness  to  their  several 
natures,  as  much  to  be  admired  as  any  part  of  their 
structure.  .  .  .  The  covering  of  birds  cannot  escape 
the  most  vulgar  observation.  Its  lightness,  its  smooth- 
ness, its  warmth,  the  disposition  of  the  feathers,  all 
inclined  backward,  the  down  upon  their  stems,  the 
overlapping  of  their  tips,  the  variety  of  their  colors, 
constitute  a  vestment  for  the  body,  so  beautiful,  and 
so  appropriate  to  the  life  which  the  animal  is  to  lead, 
that,  I  think,  we  have  no  conception  of  anything 
equally  perfect.  Natural  Thtology  —  WILLIAM  PALEY. 


of  the  monument  at  Frankfort.  Lines  from  this  poem  are 
found  over  the  gates  of  many  of  our  national  cemeteries 
and  on  many  monuments. 

35.  Not,  is  the  first  thing,  but,  is  the  first  thing  which 
presents  itself  to  our  observation.  Not,  both  for  its  variety 
and  its  suitableness  to  their  several  natures,  but,  both  for  its 
variety --and  its  suitableness  to  their  several  natures. 


[ow  many  qualities  are  named  concerning  the  vest- 
ment for  their  body?  Ans.  Seven.  What  are  they? 
How  does  the  fourth  differ  in  form  from  the  others  ? 
Ans.  It  has  an  explanation  attached. 

Be  alert  for  the  grouping,  so  beautiful--  and  so  ap- 
propriate --to  the  life  which  the  animal  is  to  lead.     Also 
for  we  have  no  conception  of  anything  -  -  equally  perfect, 
-  another  momentary  untruth. 

36.  STANZAI.  What  is  the  leading  statement  ?  Under 
what  condition  need  I  not  be  missed?  Ans.  Not,  if 
another  succeed  me  (another  will  succeed  me),  but,  if 


STUDIES  IN  GROUPING  47 

36.    THE  EVERLASTING  MEMORIAL 

I  need  not  be  missed  if  another  succeed  me 

To  reap  down  those  fields  which  in  spring  I  have  sown  ; 

He  who  plowed  and  who  sowed  is  not  missed  by  the 

reaper, 
He  is  only  remembered  by  what  he  has  done. 

Not  myself,  but  the  truth  that  in  life  I  have  spoken, 
Not  myself,  but  the  seed  that  in  life  I  have  sown, 

Shall  pass  on  to  ages,  —  all  about  me  forgotten, 

Save  the  truth  I  have  spoken,  the  things  I  have  done. 

So  let  my  living  be,  so  be  my  dying; 

So  let  my  name  lie,  unblazoned,  unknown ; 
Unpraised  and  unmissed,  I  shall  still  be  remembered ; 

Yes,  but  remembered  by  what  I  have  done. 

HORATIUS  BONAR.     (Abridged.) 


another  succeed  me  to  reap  down  those  fields  which  in 
spring  I  have  sown  (to  carry  on  my  work).  Do  not 
undervalue  plowed,  sowed,  missed,  or  reaper,  and  be  alert 
for  He  is  only  remembered  --by  what  he  has  done.  He  is 
not  missed  -  -  but  he  is  remembered  by  what  he  has  done. 

STANZA  2.  What  balances  not  myself  in  line  i  ?  In 
line  2  ? 

How  many  things  shall  pass  on  to  ages?  Ans.  The 
truth  that  in  life  I  have  spoken  and  the  seed  that  in  life 
I  have  sown. 

Do  not  overlook  the  force  of  me  and  forgotten  (line  3). 

Be  alert  for  Save  the  truth  --  /  have  spoken,  --  the 
things  --  I  have  done.  Save  (or  except)  how  many 
things  ?  Ans.  Two :  The  truth  I  have  spoken  and 
the  things  I  have  done.  Save  must  be  read  in  such  a  way 


48  TEACHING  TO  READ 

37.    THE  AUTOMOBILE 
From  How  Automobiles  Work.     Stories  of  Inventors. 

1.  Every  boy  and  almost  every  man  has  longed  to 
ride  on  a  locomotive,  and  has  dreamed  of  holding  the 
throttle-lever  and  of  feeling  the  great  machine  move 
under  him  in  answer  to  his  will.     Many  of  us  have 
protested  vigorously  that  we  wanted  to  become  grimy, 
hard-working  firemen  for  the  sake  of  having  to  do  with 
the  "  iron  horse." 

2.  It  is  this  joy  of  control  that  comes  to  the  driver 
of  an  automobile  which  is  one  of  the  motor  car's  chief 
attractions  :   It  is  the  longing  of  the  boy  to  run  a  loco- 
motive reproduced  in  the  grown-up. 

3.  The  ponderous,  snorting,  thundering  locomotive, 
towering  high  above  its  steel  road,  seems  far  removed 
from  the  swift,  crouching,  almost  noiseless  motor  car, 
and  yet  the  relationship  is  very  close.     In  fact,  the 
automobile,  which  is  but  a  locomotive  that  runs  at 
will  anywhere,  is  the  father  of  the  greater  machine. 

4.  About    the    beginning    of    1800,    self-propelled 
vehicles  steamed  along  the  roads  of  Old  England  carry- 


that  it  will  clearly  except  both. 

STANZA  3.     Meaning  of  so?     To  what  does  so  refer  ? 

Let  my  living  be  how  ?  Let  my  dying  be  how  ?  Let 
my  name  lie  how  ?  Ans.  In  keeping  with  the  thought 
that  a  man  is  remembered  by  what  he  has  done. 

Express  the  meaning  of  line  3  more  fully ;  of  line  4. 

What  is  a  memorial  ?  What  is  "  The  Everlasting 
Memorial  "  ? 

Observe  the  deceivingness  of  the  stanzas,  in  that  they 
appear  to  rime  but  do  not. 

37.    If i.    SENTENCE  i.     Every   boy  and  almost  every 


STUDIES  IN  GROUPING  49 

ing  passengers  safely,  if  not  swiftly,  and,  strange  to  say, 
continued  to  run  more  or  less  successfully  until  pro- 
hibited by  law  from  using  the  highways,  because  of 
their  interference  with  the  horse  traffic.  Therefore 
the  locomotive  and  the  railroads  throve  at  the  expense 
of  the  automobile,  and  the  permanent  iron-bound  right 
of  way  of  the  railroads  left  the  highways  to  the  horse. 

5.  The  old-time  automobiles  were  cumbrous  affairs, 
with  clumsy  boilers,  and  steam  engines  that  required 
one  man's  entire  attention  to  keep  them  going.     The 
concentrated    fuels   were   not    known    in    those    days, 
and  heat  economizing  appliances  were  not  invented. 

6.  It  was  the  invention  by  Gottlieb  Daimler  of  the 
high-speed  gasoline  engine,  in  1885,  that  really  gave 
an  impetus  to  the  building  of  efficient    automobiles 
of  all  powers.     The  success  of  his  explosive  gasoline 
engine  was  the  incentive  to  inventors  to  perfect  the 
steam  engine  for  use  on  self-propelled  vehicles. 

7.  To-day,  gigantic  motor  trucks  carrying  tons  of 
freight  twist  in  and  out  through  crowded  streets,  con- 
trolled by  one  man  more  easily  than  a  driver  guides 
a    spirited    horse    on    a    country    road.     Frail    motor 
bicycles   dash   round  the  platter-like  curves  of  cycle 
tracks  at  railroad  speed',  and  climb  hills  while  the  riders 
sit  at  ease  with  feet  on  coasters.     Motor  plows,  motor 
ambulances,    motor    stages,    delivery   wagons,    street- 
cars without  tracks,  pleasure  vehicles,  and  even  baby 
carriages,  are  to  be  seen  everywhere. 

8.  In  1845,  motor  vehicles  were  forbidden  the  streets 
for  the  sake  of  the  horses;  to-day  the  horses  are  being 
crowded   off  by  the   motor  cars.     The   motor  is  the 
more  economical —  it  is  the  survival  of  the  fittest. 

RUSSELL  DOUBLEDAY.     (Abridged.) 

man  has  done  how  many  things  ?  What  are  they  ? 
Ans.  Longed ,  etc.,  and  dreamed,  etc. 

Has  dreamed  of  how  many  things  ?     Of  feeling  what  ? 


50  TEACHING  TO  READ 

Ans.  Not,  the  machine,  or,  the  machine  move  under  him, 
but,  the  machine  move  under  him  in  answer  to  his  will. 

SENTENCE  2.    Protested — how?     What?     Why? 

1f2.  What  is  one  of  the  motor  car's  chief  attractions? 
What  is  reproduced  in  the  grown-up? 

If 5-  Steam  engines  that  required  one  mans  entire 
attention  to  keep  them  going. 

1f6.  That  really  gave  an  impetus  to  the  building  of 
efficient  automobiles  of  all  powers. 

The  success  of  his  explosive  gasoline  engine  "-was  the 
incentive  to  inventors  to  perfect  what  ?  Not,  the  steam 
engine,  but,  the  steam  engine  for  use  on  self-propelled 
vehicles.  Be  alert  to  the  thought  value  of  individual 
words.  (No  attempt  has  been  made  to  indicate  pauses 
of  emphasis.) 

Give  the  meaning  of  the  following  words  :  throttle-lever, 
ponderous,  traffic, '  throve,  cumbrous,  impetus,  efficient, 
incentive,  trucks,  frail,  coasters,  ambulances,  vehicles. 

Explain  the  meaning  of  the  following  expressions: 
protested  vigorously,  self-propelled  vehicles,  permanent 
iron-bound  right  of  way,  concentrated  fuels,  heat  econo- 
mizing appliances. 

Teachers  should  insist  that  all  replies  be  clearly  and 
definitely  stated.  Do  not  accept,  "  I  know  what  it 
•means,  but  I  cannot  express  it."  A  pupil  can  express 
it  if  he  consults  the  proper  aid,  —  the  Dictionary. 

38.  According  to  Greek  mythology,  Orpheus  was  the  son 
of  Apollo,  the  god  of  music.  His  father  presented  him  with 
the  lyre  and  taught  him  to  play  upon  it.  This  he  did  to  such 
perfection  that  not  only  his  fellow  mortals  but  wild  beasts 
stood  entranced.  Trees  crowded  closer  round  him,  and 
rocks  lost  something  of  their  hardness,  softened  by  his  notes. 


STUDIES  IN  GROUPING  51 

38.    ORPHEUS  WITH  HIS  LUTE 
From  King  Henry  the  Eighth.     Act  III.     Scene  I. 

Orpheus  with  his  lute  made  trees, 
And  the  mountain-tops  that  freeze, 

Bow  themselves  when  he  did  sing ; 
To  his  music  plants  and  flowers 
Ever  sprung,  as  sun  and  showers 

There  had  made  a  lasting  Spring. 

Everything  that  heard  him  play, 
Even  the  billows  of  the  sea, 

Hung  their  heads,  and  then  lay  by. 
In  sweet  music  is  such  art, 
Killing  care  and  grief  of  heart 

Fall  asleep  or  hearing  die. 

WILLIAM  SHAKESPEARE. 

In  the  play,  when  the  Queen  says  to  her  attendant, 

"  My  soul  grows  sad  with  troubles. 
Sing  and  disperse  'em,  if  thou  canst/ 

the  maiden  weaves  the  old  story  into  the  song,  which  she 
sings  to  the  accompaniment  of  her  own  lute. 

STANZA  I .  Orpheus  made  how  many  things  bow  them- 
selves ?  Made  them  —  how  ?  When  ? 

Lines  4-6.  Plants  and  flowers  sprung  to  his  music  as 
(if)  sun  and  showers  had  made  there  (where  the  music 
was  heard,  or  where  he  played)  a  lasting  Spring. 

Sprung,  took  on  newness  of  life. 

STANZA  2.  Billows  hung  their  heads.  —  Could  one 
imagine  more  exquisite  praise  than  that  the  water 
would  cease  in  its  falling  to  listen  ?  Could  it  be  true  ? 
Why  does  the  extravagant  praise  not  offend  you  ? 


52  TEACHING  TO  READ 

And  then  lay  by,  —  calmed. 

Such  art  (that)  killing  care  (care  that  kills)  and  griff 
of  heart  fall  asleep  or  listening  die. 

Art,  power  through  skill. 

Compare  lines  5  and  6  with  the  Queen's  words. 

The  semicolon  in  stanza  I  and  the  first  period  in 
stanza  2  indicate  two  main  divisions  to  each  stanza. 

SUGGESTIVE  QUESTIONS  FOR  WRITTEN  REVIEW 

1.  Indicate  by  dashes  of  separation  your  grouping 
for  Nos.  4,  5,  6,  8,  and  16. 

2.  When  a  sentence  appears  to  be  a  single  group 
but   is  too   long   to  read   comfortably  as   such,  how, 
generally,  may  we  best  divide  it  ? 

3.  Why  is  the  following  grouping  incorrect  ? 
(No.  7.)  She  seemed  as  happy  as  a  wave  || 

That  dances  on  the  sea. 

(No.  n.)  Not  a  habitation  --  nor  an  inhabitant 
along  the  route  --  was  spared. 

4.  (No.  18.)  What  incorrect  grouping  would  momen- 
tarily tell  an  untruth  ? 

(No.  22.)   Which  action  is  opposed  to  honorable 
treatment  ? 

5.  Quote  an  illustration  in  which  the  grammatical 
groups  and  the  expression  groups  coincide.      One  in 
which  they  differ. 

6.  Indicate  your  preferred  phrasing  for  No.  34  by 
parallel  lines  (||).     If  the  importance  of  a  word  causes 
unusual  pause,  you  may  indicate  it  by  a  single  line  (|). 

7.  (No.  35.)  What  does  Mr.  Paley  mean  by  suitable- 
ness to  their  several  natures,  vulgar  observation,  disposi- 
tion of  the  feathers,  constitute  a  vestment? 

8.  (No.  36.)  To  what  "  Everlasting  Memorial  "  does 
the  title  refer  ? 

9.  Quote  the  sentence  or  paragraph  that  seems  to 
you  the  finest  in  Chapter  II. 


CHAPTER  III 
STUDIES  IN  CONNECTIVES 

Grammar  teaches  us  that  coordinate  conjunctions 
connect  words,  phrases,  and  clauses  of  equal  rank; 
in  reading,  we  find  that  the  connected  words,  phrases, 
and  clauses  are  of  equal  thought  value. 

Conjunctions  are  "  signboards,"  and  each  has  a 
message  of  its  own.  For  instance  : 

And  connects  words,  phrases,  and  clauses  of  equal 
thought  value,  and  therefore  tells  us  that  the  part  to 
follow  is  equally  important  with  the  part  that  has  gone 
before.  (See  illustration  No.  i.) 

Or  connects  parts  of  equal  thought  value,  but  we 
may  know  that  between  them  there  is  always  a  choice. 
(See  No.  15.) 

But  bespeaks  the  presence  of  a  second  part;  and  it 
tells  us  that  the  second  will  be  opposed,  in  some  way, 
to  the  first.  (No.  23.) 

For  signals  that  it  is  followed  by  an  explanation  or 
reason  for  what  precedes,  or  if  the  form  is  inverted, 
for  what  follows ;  and  so  on  through  the  list  of  well- 
known  words,  whose  meanings  the  Dictionary  will 
unfold. 

A  preposition  is  a  connective  having  an  object  that 
it  connects  with  some  other  part  of  the  sentence. 

53 


54  TEACHING  TO  READ 

PEDAGOGICAL  INTRODUCTION 

Faulty  reading  of  words,  phrases,  and  clauses  con- 
nected by  and  is  one  of  the  most  common  errors  in 
school  reading.  What  teacher  has  not  wrestled  with 
the  tendency  of  pupils  to  place  undue  emphasis  on 
connectives,  particularly  coordinate  conjunctions  and 
prepositions  that  express  naturally  inferred  relation- 
ships ?  It  is  one  of  the  most  noticeable  errors  in  the 
reading  of  poetry,  and  invariably  present  in  "  sing- 
song." Undue  emphasis,  however,  is  not  the  real 
fault ;  it  is  only  the  outward  manifestation  of  careless 
and  incorrect  thinking. 

In  the  sentence,  "  The  United  States  has  a  large 
home  and  foreign  trade  in  wheat,"  pupils  will  read, 
homeland-foreign,  as  though  the  two  words  stood  for 
one  kind  of  trade,  just  as  they  would  say  by  and  by, 
meaning  presently,  —  regardless  of  the  fact  that  the 
ideas  conveyed  by  home  and  foreign  may  be  as  far  apart 
as  the  width  of  the  ocean.  Or,  they  may  read,  home  -  - 
and  foreign  trade \  as  though  home  bore  the  same  relation 
to  the  thought  as  trade,  and  that  trade  was  modified 
by  foreign  only. 

To  correct  this  half-thoughtless,  half-mechanical 
sort  of  reading,  pupils  should  be  led  one  step  beyond 
the  recognition  and  appreciation  of  individual  words 
or  groups  of  words.  They  should  learn  the  functions 
of  certain  words  and  know  the  conditions  that  confront 
them  when  such  words  appear  on  the  printed  page. 

The  presence  of  and,  for  instance,  means  the  presence 
of  two  words,  two  phrases,  or  two  clauses  of  equal 
importance. 


STUDIES  IN  CONNECTIVES  55 

The  deer  and  the  bear  are  still  Name  words  —  nouns, 
hunted  in  Pennsylvania. 

.They  raised  him  and  bore  him  Action  words' — verbs, 
away. 

A     well-known     and     popular  Descriptive    words  — 

leader  was  the  speaker  of  the  day.  adjectives. 

Slowly  and  sadly  we  laid  him  Words   that  tell  how 

down.  -  adverbs. 

He  searched  for  his  hat  along  Groups    of    words  — 

the  path  and  in  the  house.  phrases. 

Summer  came   and  fall  passed  Separate    thoughts  — 

and  the  fugitive  did  not  return.  clauses. 

The  and  is  but  the  pin  that  fastens  the  parts  together. 
When  the  pupil  realizes  this,  and  that,  as  a  rule,  the 
meaning  of  the  sentence  is  in  the  other  words,  —  when 
he  grasps  the  full  significance  of  those  other  words,  — 
correct  expression  will  take  care  of  itself. 

He  reasons :  And  is  a  connective.  What  does  it 
connect  ?  He  holds  the  first  portion  in  mind  until  he 
finds  the  second ;  performs  a  quick  mental  appraisal 
of  the  two  and  expresses  each  as  complete. 

Or,  too,  connects,  but  it  allows  a  choice. 

I  will  sell  you  the  farm  land  on  the  hillside  or  the  town  lot. 

To  choose  we  must  compare.  To  compare  we  must 
see  the  ideas  side  by  side.  Therefore  the  reader  must 
hold  the  first  idea  in  mind,  even  as  he  expresses  the 
second,  and  present  both  to  his  hearers  in  such  a  way 
that  they  can  grasp  the  relative  values. 

But  connects  two  parts,  but  the  second  part  is,  in 
some  way,  opposed  to  the  first,  or  is  an  exception  to  it. 
Knowing  this,  even  the  sight  reader  is  prepared  for 
the  character  of  the  second  portion,  —  however  long 


56  TEACHING  TO  READ 

and  involved — the  moment   he  sees  the  connective. 
He  was  a  good  talker  but  a  poor  listener. 

For  assigns  a  cause,  a  reason, or  a  result,  and  some  such 
line  of  thought  is  sure  to  follow.  And  so  on  through 
the  list  of  well-known  words  whose  meanings  and  uses 
pupils  never  think  of  looking  up,  because  they  imagine 
that  they  know  them  or  that  the  words  do  not  mean 
anything  in  particular,  but  which  are,  in  reality,  prep- 
aration signals  for  the  reader :  if,  stilly  yet,  because, 
and,  both  .  .  and,  or,  either  .  .  or,  nor,  neither  .  .  nor, 
whether,  whether  .  .  or,  though,  although,  unless,  however, 
nevertheless,  therefore,  wherefore,  since  ( =  because),  as 
( =  because),  that,  then,  than,  lest,  etc. 

A  preposition  connects  its  object  with  some  other  part 
of  the  sentence.  The  importance  of  the  relation  be- 
tween the  two  determines  its  thought  value.  In  the 
following  there  is  no  particular  importance  in  the  re- 
lation expressed  by  the  preposition  in: 

The  pears  in  that  barrel  are  not  as  ripe  as  the  pears  in  this. 

Consequently,  in  conversation  we  frequently  hear 
people  slurring  such  a  word  thus : 

The  pearz'n  that  barrel  are  not  as  ripe  as  the  pearz'n  this. 

But  in  such  sentences  as  the  following  the  preposi- 
tions have  a  definite  thought  value  and  consequently 
they  are  never  slurred  : 

He  rested  the  boards  against  the  casement. 
I  will  purchase  all  except  this  one. 

Occasionally  the  preposition  becomes  the  leading  word 
because  of  expressed  or  implied  contrast ;  as, 

The  cat  is  on  the  chair;  the  dog  is  under  it. 


STUDIES  IN  CONNECTIVES  57 

SELECTIONS   AND   SUGGESTIVE   STUDIES 

1.  I  am  busy  and  content. 

2.  The  United  States  has  a  large  home  and  foreign 
trade  in  wheat. 

1.  How  many  ideas  are  expressed  in  the  sentence? 
What  is  the   first  ?     What  is  the   second,   complete  ? 
Ans.    I  am  content.     What  difference  is  there  in  the 
two  ideas  ?     Suggestive  Ans.    Being  busy  refers  to  oc- 
cupation ;   contentment  is  an     attribute  of  the  mind. 
Try  to  express  both  ideas  as  you  read. 

What  is  the  use  of  and  here  ?  Ans.  Simply  to 
connect  the  two  ideas. 

It  is  true  that  certain  contexts  would  throw  the  con- 
nective into  prominence ;  but  even  that  would  not 
detract  from  the  equal  value  of  the  connected  ideas. 
When  we  consider  our  literature  as  a  whole,  we  know 
that  such  an  interpretation  is  the  exception  and  not 
the  rule. 

Mary  writes  home :  "  I  am  busy  and  content." 

"Mary  is  busy  but  not  content,"  comments  her 
brother  later  on. 

"She  writes  that  she  is  busy  AND  content,"  corrects 
the  mother. 

When  the  context  is  not  given,  there  can,  of  course, 
be  no  objection  to  the  latter  interpretation,  BUT,  be 
very  sure  that  the  pupil  who  reads  thus  has  the  cor- 
responding condition  in  mind.  The  greater  part 
of  such  reading,  -—  particularly  in  poetry,  —  will  be 
found  to  be  not  only  thoughtless  but  incorrect. 

2.  How  many  kinds  of  trade  has  the  United  States  ? 
Ans.  Two. 

TURNER,    TEACH.    TO    READ 5 


58  TEACHING  TO  READ 

3.  Groans  and  shrieks  filled  the  air. 

4.  The  mob  came  roaring  out  and  thronged  the  place. 

5.  The  back  of  the  chair  was  curiously  carved  in  open 
work,  to  represent  flowers  and  fruit  and  foliage. 

The  question,  "What  are  they?"  -should  not  be 
asked  next,  because  it  will  bring  the  answer,  "  Home- 
and-foreign,"  which  is  exactly  the  interpretation  we 
wish  to  avoid.  To  avoid  it  ask : 

What  is  the  first  kind  of  trade  mentioned  ?  What 
do  you  understand  by  home  trade?  Illustrate. 

What  is  the  second  kind  of  trade  mentioned  ?  What 
do  you  understand  by  foreign  trade?  Illustrate. 

Is  there  such  a  thing  as  a  homeland-foreign  trade  ? 
Ans.  No.  A  country  may  have  a  home  trade,  or  a 
foreign  trade,  or  both,  but  it  cannot  have  a  home-and- 
foreign  trade. 

Be  careful  that  you  do  not  convey  an  impossible  idea 
by  your  reading. 

Be  alert  for  the  phrasing,  home  -  -  and  foreign  trade. 
The  expression  must  be  so  read  that  trade  will  appear 
to  belong  no  more  closely  with  foreign  than  it  does 
with  home. 

3.  What   filled    the    air?     Are    groans    and    shrieks 
similar  ?     Are  they  related  ?     Imagine  the  sounds  each 
word  suggests  and  read  so  that  they  will  not  be  con- 
fused in  the  minds  of  your  hearers. 

What  is  the  use  of  and  here?  Ans.  It  simply  pins 
together  two  thought  words. 

4.  In  what  important  way  do  the  ideas  expressed 


STUDIES  IN  CONNECTIVES  59 

6.  They    brought    beds,    and    basins,    and    earthen 
vessels,  and  wheat,  and  barley,  and  flour,  and  parched 
corn,  and  beans,  and  lentils,  and  parched  pulse,  and 
honey,  and  butter,  and  sheep,  and  cheese  of  kine. 

7.  Flesh  and  blood  could  not  endure  such  hardships. 


differ  ?  Ans.  One  appeals  to  the  hearing,  the  other 
to  the  sight.  The  first  gives  an  idea  of  noise;  the 
second,  of  number. 

Read,  keeping  the  noise  and  number  separate. 

Which  words  convey  the  idea  of  large  number  ? 

What  is  the  use  of  the  and? 

5.  6.    Even  though  we  touch  ever  so  lightly  upon  the 
ands  notice  how  their  presence  separates  the  ideas  and 
brings  each  into  greater  prominence. 

The  repetition  of  the  conjunction  is  sometimes  used 
by  authors  to  retard  the  transition  of  thought  and  com- 
pel the  reader  and  hearers  to  dwell  for  a  moment  upon 
each  idea  separately. 

Read  No.  5,  omitting  the  first  and,  and  notice  that 
a  pause  does  not  produce  the  same  effect  as  the  con- 
junction. 

6.  An  enumeration  of  the  supplies  brought  by  the 
country  people  to  David  (2  Samuel  17).       The  gen- 
erosity of  the  people  and  the  variety  of  their  gifts  doubt- 
less impressed  the  writer. 

7.  Not  definite  flesh  and  definite  blood,  but  a  figura- 
tive   expression    meaning   the   human    body.      Unlike 

Nos.  5  and  6. 


60  TEACHING  TO  READ 

8.  By  and  by  they  entered  a  wood  where  grapevines 
here  and  there  twined  themselves  round  shrub  and  tree. 

9.  Now  and  then  the  whippoorwill  calls  from  the  hill 
and  the  grove. 

10.  The  people  arose,  and  leaped  upon  the  benches, 
and  shouted  and  screamed.      Ben  Hur  —  LEWIS  WALLACE. 

11.  God  made  the  country,  and  man  made  the  town. 

The  Task.     Book  I  —  WILLIAM  COWPER. 

12.  The  old  man  sat  down  to  rest,  and  the  child  ran 
to  the  brook  to  play  in  the  water. 


8,  9.  By  and  by.  —  Not  separate  ideas,  but  a  phrase, 
denoting  "  presently."  Here  and  there,  indefinite 
location  ;  now  and  then,  indefinite  time. 

Compare  here  and  there  with  shrub  and  tree. 

10.  Study  the  picture  carefully.     Do  we  have  four 
separate  actions,  or  one  great  movement  made  up  of 
four  parts  ? 

Why  did  the  author  use  ands  to  connect  and  then 
commas  to  separate  ? 

What  do  the  ands  say,  and  what  do  the  commas  say  ? 

11.  What    does    and    connect?      Observe   that   an 
understanding  of  connectives  is  an  aid  in  grouping. 

12.  Never  miss   a  good   opportunity  to  teach   the 
construction  of  sentences,  — -  not  from  the  grammatical 
standpoint,  or  in  grammatical  terms  (if  it  can  be  avoided), 
but  from  the  thought  standpoint.     One  of  the  very 
best   methods  of  teaching  it  is  through   comparison. 


STUDIES  IN  CONNECTIVES  6 1 

13.  The  winter  is  over  and  gone;    the  warm  south 
wind  blowing  over  the  snow  banks  has  melted  them 
and  they  are  now  running  away,  joyous  and  free,  down 
the  hillsides,  and  through  the  meadows,  singing  such 
a  merry  song  that  the  birds  and  flowers  are  waking  up 
and  listening  to  it. 

The  day  is  gaining  on  the  night,  and  the  bright,  life- 
giving  rays  of  the  sun  shining  on  the  damp  ground,  have 
warmed  it ;  the  myriad  forms  of  growing  root,  stem, 
and  leaf  feel  the  warmth,  and  are  already  stretching 
themselves,  preparatory  to  getting  up.  MARY  W.  ALLEN. 

14.  He  may  study  law,  or  medicine,  or  divinity,  or 
may  enter  into  business. 

No.  ii  and  No.  12  would  be  classed  together  gram- 
matically, because  both  are  made  up  of  independent 
clauses.  From  the  thought  standpoint  they  are 
decidedly  different.  No.  12  contains  two  clauses  that 
are  entirely  independent  of  each  other  in  thought. 
No.  ii  contains  two  clauses  which,  although  inde- 
pendently constructed,  are  closely  related  to  each 
other  through  the  contrast  purposely  arranged.  Read 
No.  12,  placing  the  emphasis  as  you  do  in  No.  ii,  and 
this  will  be  better  appreciated. 

Compare  Nos.  12  and  10. — No.  12  tells  something 
concerning  each  of  two  subjects ;  No.  10  concerning 
but  one  subject.  Read  the  two  sentences  with  the 
difference  in  mind.  No  12  tells  us  but  one  thing  con- 
cerning each  subject.  No.  10  tells  us  four  things  con- 
cerning one  subject.  Read  with  this  difference  in  mind. 

13.  Determine  the  portions  connected  by  each  and. 

14.  Among  how  many  callings  has  he  a  choice  ? 


62  TEACHING  TO   READ 

15.  The  sky,  or  firmament,  is  above  us. 

16.  Education  gives  power;  hence  it  is  a  blessing  or 
a  curse,  according  to  how  we  use  it. 

17.  O!  many  a  shaft  at  random  sent 
Finds  mark  the  archer  little  meant ! 
And  many  a  word  at  random  spoken 

May  soothe  or  wound  a  heart  that's  broken  ! 

The  Lord  of  the  Isles.     Canto  Fifth  —  SIR  WALTER  SCOTT. 


15.  An  alternative  in  names. 

1 6.  How  does  Education  give  power?     Meaning  of 
hence ? 

Note  the  strong  contrast  between  the  ideas  pinned 
together  by  or. 

What  is  the  use  in  the  sentence  of  according  to  how 
we  use  it?  Ans.  It  gives  the  condition. 

State  some  of  the  ways  in  which  education  may  be 
used  to  become  a  blessing;  a  curse. 

17.  What   does  and  connect  ?     Ans.  Not   many  a 
shaft  and  many  a  word,  nor  any  word  or  group  of  words 
short  of  the  complete  thoughts : 

Many  a  shaft  at  random  sent 
Finds  mark  the  archer  little  meant! 

and 

Many  a  word  at  random  spoken 
May  soothe  or  wound  a  heart  that's  broken! 

Between  which  two  ideas  in  the  second  sentence  is  a 
choice  allowed  ? 

What  Finds  mark?  What  May  soothe  or  wound? 
Preserve  the  balance,  but  phrase  correctly. 


STUDIES  IN  CONNECTIVES  63 

18.        Pleasures  are  like  poppies  spread, 
You  seize  the  flow'r,  its  bloom  is  shed ; 
Or  like  the  snow-falls  in  the  river, 
A  moment  white  —  then  melts  for  ever ; 
s  Or  like  the  borealis  race, 
That  flit  ere  you  can  point  their  place ; 
Or  like  the  rainbow's  lovely  form 
Evanishing  amid  the  storm. 

Tarn  O'Shanter  —  ROBERT  BURNS. 

1 8.    A  choice  among  comparisons. 

To  how  many  and  what  things  are  pleasures,  com- 
pared ?  Ans.  Four :  spread  poppies  (not  poppies), 
snow-falls  in  the  river  (not  snow-falls),  borealis  race  (not 
borealis),  and  rainbow1  s  lovely  form  evanishing  amid 
the  storm  (not  the  rainbow). 

What  relation  does  the  second  line  bear  to  the  first  ? 
Ans.  It  explains  the  comparison  with  poppies  spread. 

What  relation  does  line  4  bear  to  line  3  ? 

What  relation  does  line  6  bear  to  line  5  ?  Ans.  It 
describes  the  borealis  race. 

Trace  the  semicolons.  Why  do  you  think  a  dash 
was  used  .in  line  4,  and  a  comma  in  lines  2  and  5  ? 

Explain  poppies  spread,  borealis  race,  evanishing  amid 
the  storm. 

Memorize. 

Robert  Burns  gives  us  an  entertaining  description  of  his 
first  inspiration  to  write  poetry.  It  was  their  country  custom 
to  have  men  and  women  work  together  in  the  labors  of  the 
harvest.  In  his  fifteenth  year  his  partner  was  a  "  bonnie, 
sweet,  sonsie  lass,"  a  year  younger  than  himself,  who  num- 
bered sweet  singing  among  her  love-inspiring  qualities.  She 
sang  herself  into  the  heart  of  the  overworked,  stoop 


64 


TEACHING  TO  READ 


19.  1lt  is  excellent  discipline  for  an  author  to  feel 
that  he  must  say  all  he  has  to  say  in  the  fewest  possible 
words,  or  his  reader  is  sure  to  skip  them;  and  in  the 
plainest  possible  words,  or  his  reader  will  certainly 
misunderstand  them.  2  Generally,  also,  a  downright 
fact  may  be  told  in  a  plain  way;  and  we  want  down- 
right facts  at  the  present  more  than  anything  else. 

JOHN  R  i  SKIN. 

shouldered  country  lad,  and  she  sang  inspiration  and  ambition 
into  his  head.  "  I  was  not  so  presumptuous,"  he  writes,  "  as 
to  imagine  I  could  make  verses  like  printed  ones,  composed  by 
men  who  read  Greek  and  Latin  ;  but  my  girl  sung  a  song  whu  h 
was  said  to  be  composed  by  a  country  laird's  son,  on  one  of 
his  father's  maids,  with  whom  he  was  in  love  ;  and  I  saw  no  rea- 
son why  I  need  not  rhyme  as  well  as  he  ;  for  excepting  that  he 
could  shear  sheep  and  cast  peats,  he  had  no  more  scholar  craft 
than  myself."  Thus  encouraged,  he  composed  his  first  song, 
"  Handsome  Nell,"  of  which  the  following  is  the  fifth  stanza  : 

She  dresses  aye  sae  clean  and  neat, 

Baith  decent  and  genteel  ; 
And  then  there's  something  in  her  gait 

Gars  ony  dress  look  weeH 

19.   SENTENCE  i. 

It  is  excellent  disci- 
pline  for  an  author  to 


K 
all  he  has  to  say 


in   th<;   fewef 
PosslbIe  words 

in  the  Plainest 
possib,e  wQr(Js 


or 

a 


n«  reader  is  sure 
to  skiP  them  » 


his 


demand  them. 

SENTENCE  2.  What  is  the  use  of  and?  Ans.  It  links 
the  second  thought  to  the  first,  and  indicates  to  the 
reader  the  equal  rank  of  the  part  to  come  with  the  part 
that  he  has  just  read. 


STUDIES  IN  CONNECTIVES  65 

20.  Trouble  knocked   at  the  door,   but,   hearing  a 
laugh  within,  hurried  away. 

21.  God  sends  every  bird  its  food,  but  he  does  not 
throw  it  into  the  nest.  CHARLES  SPURGEON. 

22.  I  know  that  I  have  the  body  of  a  weak  and  feeble 
woman  ;   but  I  have  the  heart  of  a  king,  and  of  a  King 
of  England,  tOO.  QUEEN  ELIZABETH. 

23.  Not  only  is  he  idle  who  does  nothing,  but  he  is 
idle  who  might  be  better  employed.  SOCRATES. 

24.  Light  lay  the  earth  on  Willy's  breast, 

His  chicken  heart  so  tender; 
But  build  a  castle  on  his  head, 
His  skull  will  prop  it  under. 

On  a  Noted  Coxcomb  —  ROBERT  BURNS.     (Complete.) 


Study  the  thought  value  of  may,  line  6. 
20-22.    Opposed  ideas. 

20.  Opposition  between  what  Trouble  did,  and  what 
Trouble  intended  to  do. 

Try  to  catch  the  spirit  of  the  quotation. 

21.  Paraphrase. 

22.  Which  idea  in  the  second  portion  balances  body 
in  the  first  ?     What  balances  a  weak  and  feeble  woman? 

23.  Observe  the  force  of  the  form  not  only  .  .  .  but. 
Omit  not  only  and  read  and  in  place  of  but. 

Of  whom  are  we  reading  in  the  first  half?      In  the 
second  ? 

24.  What  is  a  coxcomb?     A  chicken  heart? 

What  idea  to    be   inferred    from    building    a  castle 


66  TEACHING  TO  READ 

25.  The  sea  licks  your  feet,  its  huge  flanks  purr  very 
pleasantly  for  you;  but  it  will  crack  your  bones  and  eat 
you  for  all  that.  OLIVER  WENDELL  HOLMES. 

26.  You  shall  hear  how  Hiawatha 
Prayed  and  fasted  in  the  forest, 
Not  for  greater  skill  in  hunting, 
Not  for  greater  craft  in  fishing, 
Not  for  triumphs  in  the  battle, 
And  renown  among  the  warriors, 
But  for  profit  of  the  people, 

For  advantage  of  the  nations. 

The  Song  of  Hiawatha  —  HENRY  WADSWORTH  LONGFELLOW. 

27.  Man  proposes  but  God  disposes.  THOMAS  A  KEMPIS. 


balances  the  idea  in  Light  lay  the  earth?     Ans.  The 
difference  in  weight. 

What  relation  does  the  second  line  bear  to  the  first  ? 
The  fourth  to  the  third  ? 

It  is  said  that  though  several  places  claim  the  honor  of 
Burns*  birth  or  residence,  none  of  them  have  contested  the 
honor  of  producing  the  person  on  whom  these  lines  were 
written.  Why? 

25.  Watch  the  phrasing.     And  connects  crack  your 
bones  and  eat  you:  for  all  that  belongs  with  both. 

To  what  does  that  refer  ? 

26.  What  opinion  would  you  form  of  Hiawatha  from 
these  lines  ?     Observe  that  he  desired  public  benefit, 
not  private  good. 

27.  Compare  with  No.  n.     The  sentence  is  some- 
times  printed  with   a   semicolon   after  Man  proposes. 


STUDIES  IN  CONNECTIVES  67 

28.  He  that  does  good,  having  the  unlimited  power 
to  do  evil,  deserves  praise  not  only  for  the  good  which 
he  performs,  but  for  the  evil  which  he  forbears. 

Ivanhoe  —  SIR  WALTER  SCOTT. 

29.  A  soft  answer  turneth  away  wrath  :  but  grievous 
words  stir  up  anger. 

The  tongue  of  the  wise  useth  knowledge  aright :  but 
the  mouth  of  fools  poureth  out  foolishness. 

A  wholesome  tongue  is  a  tree  of  life  :  but  perverseness 
therein  is  a  breach  in  the  spirit. 

A  fool  despiseth  his  father's  instruction  :  but  he  that 
regardeth  reproof  is  prudent. 

In  the  house  of  the  righteous  is  much  treasure : 
but  in  the  revenues  of  the  wicked  is  trouble. 

The  lips  of  the  wise  disperse  knowledge :  but  the 
heart  of  the  foolish  doeth  not  so. 

The  way  of  the  wicked  is  an  abomination  unto,  the 


Does    the    semicolon    alter   the    thought  ?     Should    it 
change  the  manner  of  reading  ? 

28.  Deserves  praise  for  how  many  things  ?     Observe 
the  contrasting  balance  in  the  opposed  parts,  —  good, 
evil;  performs y  forbears. 

To  appreciate  the  force  of  the  construction  not  only 
and  but,  test  the  use  of  and  instead  : 

He  that  does  good,  having  the  unlimited  power  to  do  evil, 
deserves  praise  for  the  good  which  he  performs  and  for  the 
evil  which  he  forbears. 

The  performance  of  good  is  likely  to  be  noticed  and 
praised ;  temptations  to  do  otherwise  may  not  even 
be  known. 

29.  The  presence  of  and  in  the  last  proverb  of  the 


68  TEACHING  TO  READ 

Lord  :  but  he  loveth  him  that  followeth  after  righteous- 
ness. 

Correction  is  grievous  unto  him  that  forsaketh  the 
way :  and  he  that  hateth  reproof  shall  die. 

Proverbs  15:  /,  2y  4-7,  10. 

30.  Other  things  may  be  seized  by  might  or  pur- 
chased with  money,  but  knowledge  is  gained  only  by 
study. 

31.  One  may  live  as  a  conqueror,  a  king,  or  a  magis- 
trate ;  but  he  must  die  as  a  man.  DANIEL  WEBSTER. 

series  comes  unexpectedly,  and  affords  a  nice  illustra- 
tion of  the  use  of  the  two  connectives  and  the  useful- 
ness of  understanding  them.  When  the  parts  of  a  long 
series  look  alike,  and  eight  out  of  nine  of  them  have 
been  found  to  be  alike,  a  reader  may  be  inferring  that 
the  ninth  is  also.  He  reaches  the  little  and,  and  it  says, 
"  Look  out !  It  is  not  an  opposed  thought  that  comes 
after  me." 

30.  Or  and  but.     In  the  two-part  arrangement  of 
the  sentence,  which  word  in  the  second  part  balances 
other   things   in  the    first  ?     Ans.    Knowledge.     Which 
ideas  balance  only  by  study?     Ans.    Seized  by  might  or 
purchased  with  money. 

Try  to  realize,  as  you  are  phrasing,  that  one  idea 
balances  a  choice  of  two. 

31.  One  idea  balancing  three.     Compare  with  No. 
14  and  note  the  easy  growth. 

What  balances  live?  Ans.  Die.  What  balances  a 
conqueror,  a  king,  or  a  magistrate?  Ans.  A  man. 
Meaning  and  use  of  as? 


STUDIES  IN  CONNECTIVES  69 

32.  He  was  never  a  man  to  flinch  in  a  scrape,  but 
to  dash  through  thick  and  thin,  trusting  by  hook  or  by 
crook,  to  make  all  things  straight  in  the  end. 

WASHINGTON  IRVING. 

33'.  To  tell  a  falsehood  is  like  the  cut  of  a  saber; 
for  though  the  wound  may  heal,  the  scar  of  it  will 
remain.  MUSLIH-UD-SADI. 

34.  And  out  again  I  curve  and  flow 

To  join  the  brimming  river, 
For  men  may  come  and  men  may  go, 
But  I  go  on  forever. 

The  Brook  —  ALFRED  TENNYSON. 

32.  Note  the  oppositeness  of  the  thought  following 
but,  the  simple  connection  by  and,  the  choice  offered  by 
or,  and  question  the  importance  of  the  individual  words 
in  the  expressions  thick  and  thin  and  by  hook  or  by  crook. 

By  hook  or  by  'crook,  a  phrase  deriving  its  origin  from  the 
custom  of  certain  manors  whose  tenants  are  authorized  to 
take  firebot  by  hook  or  by  crook;  that  is,  so  much  of  the  under- 
wood as  may  be  cut  with  a  crook  and  so  much  of  loose  timber 
as  may  be  collected  from  the  boughs  by  means  of  a  hook. 
Familiar  Quotations  —  JOHN  BARTLETT. 

33.  What  is  the  message  of  for? 


34.         And  out  again  I  curve       and  flow 
To  join  the  brimming  river. 

While  7  both  curve  and  flow,  curve  is  more  closely 
connected  with  what  precedes  it,  and  flow  with  what 
follows  it.  And  connects  not  the  two  verbs,  but  the 
thoughts  of  the  two  portions. 

What  is  the  new  thought  in  the  second  half  of  line  3  ? 


70  TEACHING  TO  READ 

35.  The  brave  man  is  not  he  who  feels  no  fear, 
For  that  were  stupid  and  irrational ; 

But  he  whose  noble  soul  its  fears  subdues, 
And  bravely  dares  the  danger  nature  shrinks  from. 

Basil  —  JOANNA  BAILLIE. 

36.  Whosoever  heareth  these  sayings  of  mine,  and 
doeth  them,  I  will  liken  him  unto  a  wise  man,  which 
built  his  house  upon  a  rock : 

And  the  rain  descended,  and  the  floods  came,  and 
the  winds  blew,  and  beat  upon  that  house ;  and  it  fell 
not :  for  it  was  founded  upon  a  rock. 

And  every  one  that  heareth  these  sayings  of  mine, 

Try  to  realize  the  meaning  of  go  on  forever.  Con- 
trast it  with  the  portion  preceding  but. 

Which  word  in  the  last  line  balances  men  .  .  .  men 
in  line  3  ? 

Can  you  show  how  the  thought  following  for  is  an  ex- 
planation or  reason  ?  Read,  For9  although  men  may,  etc. 

35.  For;  and;  but.     Correctly  value  feels  (line  i). 
How  many  things  does  the  soul  do  ? 

Irrational,  void  of  reason. 

36.  Study  not  only  the  thought  but  the  punctuation. 
Notice  the  period  after  verse  2  and  the  colons  after 
verses  I  and  3.     Compare  the  parts  in  the  corresponding 
verses  separated  by  commas,  semicolons,  and  colons, 
and  note  that  3  balances  i,  and  4  balances  2. 

Note  the  semicolon  instead  of  a  comma  after  house, 
in  verse  2.  It  fell  not  is  not  a  part  of  the  series;  it  is 
the  result  of  the  conditions  named  in  the  series  (to- 
gether with  its  being  founded  upon  a  rock).  Compare 
the  parallel  portion  in  verse  4. 


STUDIES  IN  CONNECTIVES  71 

and  doeth  them  not,  shall  be  likened  unto  a  foolish 
man,  which  built  his  house  upon  the  sand  : 

And  the  rain  descended,  and  the  floods  came,  and 
the  winds  blew,  and  beat  upon  that  house ;  and  it  fell : 
and  great  was  the  fall  of  it.  Matthew  7:  24-27. 

37.    Both  friends  and  foe  applauded. 

Study  the  colon  in  verse  2.  What  does  it  mean  ? 
Ans.  It  means  that  what  goes  before  and  what  comes 
after  are  almost  separate  sentences.  Are  they  ?  In 
what  way  are  they  separate  ?  Ans.  What  goes  before 
deals  with  the  destruction  of  the  house ;  what  comes 
after  is  a  remark  upon  it.  Modern  punctuation  would 
employ  a  comma.  Would  it  influence  the'  reading  ? 
Why  ?  Would  the  use  of  a  period  after  verses  i  and  3 
influence  the  reading  ? 

What  do  the  commas  after  mine  in  verses  I  and  3 
tell  us  ?  Ans.  That  special  attention  is  to-  be  given 
to  the  thoughts  separately. 

What  beat  upon  that  house  (verses  2,  4)  ?  Phrase 
accordingly. 

Passages  constructed  like  these  are  very  common  in 
Scripture.  They  are  also  common  in  modern  writing, 
although  not  always  so  simply  expressed  or  so  exactly 
balanced. 

As  an  exercise  in  tracing  parallel  parts,  the  teacher 
may  read  portions  from  the  first  and  second  half, 
having  the  pupils  "  balance  "  the  parts. 

37-40.  What  effect  is  gained  by  the  use  of  connectives 
in  pairs  ?  Test  by  omitting  the  first  connective  in 
each  exercise. 


72  TEACHING  TO  READ 

38.  Both   the  time   and   the   occasion   were   poorlv 
suited  to  the  venture. 

39.  He  is  either  foolish  or  insane. 

40.  A  man  must  be  one  of  two  things,  either  a  reed 
shaken  by  the  wind,  or  a  wind  to  shake  the  reed. 

41.  He  was  neither  angry  nor  impatient. 

42.  The  stranger  neither  spoke  nor  read  English. 

43.  For  Romans  in  Rome's  quarrel 

Spared  neither  land  nor  gold, 
Nor  son  nor  wife,  nor  limb  nor  life, 
In  the  brave  days  of  old. 

Horatius  —  THOMAS  BABINGTON  MACAULAY. 


Observe  the  increased  uniting  effect  of  both,  and  the 
disjoining  effect  of  either.  Note  also  that  either  limits 
you  to  a  choice. 

Paraphrase  No.  40. 

41.  Neither.  .  .nor.     Compare  their  negative  char- 
acter with  either  ...  or.     Try  omitting  neither. 

42.  This  is  more  difficult  than  No.  41  because  of  the 
additional  step ;    it  must  be  read  so  that  English  will 
plainly  belong  to  both  spoke  and  read. 

43.  Of  whom  is  the  poet  writing?     Is  he  speaking 
of  the  Romans  as  in  peace  or  in  war  ?     What  does  he 
say  of  their  conduct  ?     Ans.     That  they  spared,  etc. 

How  many  things  did  they  not  spare  ?  How  are  the 
six  things  arranged  ?  Ans.  They  are  grouped  in  twos. 


STUDIES  IN  CONNECTIVES  73 

44.  In  whatever  form  we  find  water,  whether  as  solid, 
or  liquid,  or  gas,  it  is  one  of  the  most  beautiful  objects 
in  nature.     In  its  liquid  state,  it  is  a  necessity  of  life. 
Without  it,  there  could  be  no  grass,  nor  trees,  nor  fish, 
nor  beasts,  and  in  fact   neither  vegetable  nor  animal 
life  could  exist. 

45.  If  you  will  be  cherished  when  you  be  old,  be 
courteous  when  you  be  young.       Euphues  -  JOHN  LYLY. 

Can  you  see  any  reason  for  grouping  them  thus  ?     Is 
there  any  similarity  in  the  things  grouped  ? 

Teachers   may  need  to  question  more  specifically : 
The  first  group  refers  to  which  of  their  possessions  ? 
Ans.    Their  worldly  possessions.     The  second  ?     Ans. 
Their  loved  ones.     The  third  ?     Ans.   Themselves.  - 
In  short,  they  spared  nothing. 

How  many  expressions  do  we  have  in  the  stanza  that 
answer  the  question,  "When?"  Ans.  Two, —  In  the 
brave  days  of  old  and  in  Rome's  quarrel. 

Correct  any  tendency  toward  reading  land-nor-gold, 
son-nor-wife,  limb-nor-life  by  developing  an  appreciation 
of  the  individuality  of  the  words.  Land  stands  for 
what  ?  Ans.  Property  of  all  kinds.  Gold  stands  for 
what?  Ans.  Money  of  any  kind.  Limb  nor  life.— 
Which  represents  the  greater  sacrifice  ? 

44.  Study  the   meaning   and   use  of   whether    as    a 
connective.     Its  general  use  is  to  indicate  that  what 
follows  is  an  alternative,  or  an  offer  of  two  things,  one 
of  which  must  be  chosen.     It  is  generally  followed  by 
or,  or  by  or  whether,  expressed  or  inferred. 

45.  Understand  the  meaning  and  use  of  if. 

TURNER,  TEACH.  TO  READ— 6 


74  TEACHING  TO  READ 

46.  If  one    has    frequent    intercourse    with    others, 
either  in  conversation,  or  in  entertainments,  or  in  any 
familiar  way  of  living,  one  must   become  like  them, 
or  bring  them  over  to  his  own  way.     For,  if  a  dead  coal 
be  applied  to  a  live  one,  either  the  first  will  quench  the 
last,  or  the  last  will  kindle  the  first.     Since,  then,  the 
danger  is  so  great,  caution  must  be  used  in  entering 
into  these  familiarities  with  the  vulgar,  remembering 
that  it  is  impossible  to  touch  a  chimney  sweeper  with- 
out being  soiled  with  soot. 

47.  The  banner  floated  over  the  castle. 

46.  Apply  your  knowledge  concerning  if,  either  .  .  or, 
or,  for. 

For  if  combines  reason  and  condition. 

What  relation  does  sentence  2  bear  to  sentence  I  ? 

Since,  seeing  that ;  because. 

Then,  in  that  case;   in  consequence. 

Memorize  the  selection,  testing  whether  an  under- 
standing of  the  meaning  and  use  of  connectives  is  an 
aid  in  committing  to  memory. 

47-50.    Studies  in  prepositions  as  connectives. 

Modify  undue  emphasis  by  developing,  first,  the 
fact  that  it  requires  the  complete  phrase  to  express  the 
idea  ;  over  the  castle  answers  where ;  with  fury  answers 
how;  under  his  deep  brows  tells  where ;  and  with  a 
crash,  how.  Second,  develop  the  relative  thought 
value  of  the  words  in  each  group.  It  is  important  that 
we  know  the  building  over  which  the  banner  floated, 
but  are  not  banners  usually  placed  above  buildings  ? 
Develop  the  idea  of  fury;  link  it  with  savages  and 
fought.  Deep  brows  gives  us  a  picture.  Eyes  are  always 


STUDIES  IN  CONNECTIVES  75 

48.  The  savages  fought  with  fury. 

49.  His  eyes  burned  like  coals  under  his  deep  brows. 

50.  The  walls  fell  with  a  crash. 

51.  He  halts  and  searches  with  his  eyes 

Among  the  scattered  rocks. 

Fidelity  — WILLIAM  WORDSWORTH. 

52.  We  think  with  reverence  and  gratitude  of  the 
toils  and  sacrifices  of  our  forefathers. 

under   brows ;     the   relation   is    unimportant,    since   it 
could  not  be  otherwise  than  as  expressed. 

It  is  undue  emphasis  of  prepositions  and  conjunc- 
tions that  causes  so  much  trouble  in  the  teaching  of 
"  The  Song  of  the  Brook,"  by  Alfred  Tennyson. 

I  chatter  over  stony  ways, 

In  little  sharps  and  trebles, 
I  bubble  into  eddying  bays, 

I  babble  on  the  pebbles. 

51.  Ask    where    he    searches    before    you    ask    how. 
Then  the  reasoning  will  become,  —  He  searches  where  ? 
How? 

52.  Pupils  may  be  led  to  see  the  individual  impor- 
tance of  the  words  connected  by  and  through  a  black- 
board drill.     Write  the  sentence  as  follows : 


We  think  with 


reverence 

and 
gratitude 


of  the 


toils 

and 

sacrifices 


of  our  fore- 
fathers. 


Cover  and  sacrifices  with  a  paper,  and  have  the  rest 
of  the  sentence  read.     What  were  the  toils? 


76  TEACHING  TO  READ 

53.  The  year's  at  the  spring 
And  day's  at  the  morn ; 
Morning's  at  seven ; 

The  hillside's  dew-pearled ; 
The  lark's  on  the  wing; 
The  snail's  on  the  thorn  : 
God's  in  his  heaven  - 
All's  right  with  the  world  ! 

Pippa  Passes  —  ROBERT  BROWNING. 

54.  It  is  a  matter  of  indifference  to  a  fool  whether 
you  laugh  with  him  or  at  him  ;  so  that  you  do  but  laugh. 

Ten  Thousand  a  Year  —  SAMUEL  WARREN. 


Cover  toils  and,  and  have  the  rest  of  the  sentence 
read.  What  were  the  sacrifices? 

Repeat,  covering  and  gratitude.  What  does  it  mean 
to  think  with  reverence  of  the  toils,  etc.  ? 

Repeat,  covering  reverence  and.  Why  do  we  think 
with  gratitude  of  their  toils,  etc.  ? 

Not  until  the  four  words  stand  for  four  distinct  ideas, 
and  the  relationship  among  them  is  clear,  is  a  pupil 
ready  to  read  the  sentence  as  a  whole. 

53.  The  song  of  Pippa,  a  girl  from  the  silk  mills, 
on  the  morning  of  her  one  holiday  in  the  year. 

Explain  the  meaning  of  lines  i,  2,  and  3. 

The  year's  —  when  ?  Ans.  At  the  spring.  (Not 
at  the  fall,  the  winter,  or  the  summer.)  The  day's  — 
when  ?  (Not  at  the  noon  or  the  eve.) 

All's  right  with  the  world! —  When  ? 

54.  The   importance  of  the   relation  will   not   be 
questioned. 


STUDIES  IN  CONNECTIVES  77 

55.  They  are  fitted   for,   and   accustomed   to,   very 
different  modes  of  life. 

56.  They  lay  along  the  battery's  side, 

Below  the  smoking  cannon  : 
Brave  hearts  from  Severn  and  from  Clyde, 
And  from  the  banks  of  Shannon. 

They  sang  of  love,  and  not  of  fame ; 

Forgot  was  Britain's  glory : 
Each  heart  recalled  a  different  name, 

But  all  sang  "  Annie  Laurie." 

The  Song  of  the  Camp  —  BAYARD  TAYLOR. 


55.  They  are  fitted  for  what  ?      They  are  accustomed 
to  what  ?     The  thought  must  be  broken  at  for  in  such 
a  way  that  the  hearer  will  know  that  it  is  left  inconv 
plete  and  will  be   taken  up    again ;    and  it  must  be 
broken  at  to  and  taken  up  with  very  in  such  a  way  that 
the  hearer  not  only  links  the  last  group  with  the  second, 
but  also  with  the  first.     If  the  pupil  sees  the  relation 
of  the  various  parts,  he  will  read  it  thus,  and,  corre- 
spondingly,  the   teacher   must   judge    by   the    pupil's 
interpretation  whether  or  not  he  sees  the  relation. 

The  habit  of  "  splitting  particles  "  as  illustrated  in 
this  exercise  is  not  a  commendable  one,  but  such  sen- 
tences are  quite  common. 

56.  An  example  of  stanzas  in  which  undue  emphasis 
of  prepositions  and  conjunctions  promotes  "singsong." 

STANZA  i.  Frame  your  questions  to  draw  attention, 
first,  to  the  grouping,  and  then,  if  necessary,  to  the 
value  of  certain  words  in  the  groups. 


78  TEACHING  TO  READ 

Soldiers  from  what  places  are  mentioned  as  lying 
along  the  battery's  side,  Below  the  smoking  cannon? 
Note  the  connection  (and  also  the  separation)  of  the 
places  by  and.  Do  you  see  any  reason  why  the  last 
two  should  be  separated  by  a  comma  and  the  first  two 
not  ? 

Call  attention  to  the  fact  that  the  united  patriotism 
of  Great  Britain  is  represented  by  the  three  rivers : 
England  and  Wales  by  the  Severn,  Scotland  by  the 
Clyde,  and  Ireland  by  the  Shannon.  Consideration 
of  this  fact  should  bring  the  locations  into  sufficient 
prominence  and  correspondingly  obscure  the  less  im- 
portant words. 

What  figurative  term  is  used  to  characterize  the 
soldiers  ?  Ans.  Brave  hearts.  Lead  to  an  apprecia- 
tion of  both  words.  Why  hearts  instead  of  heads,  or 
hands  ?  (It  is  in  the  heart  that  patriotism  beats.) 

Those  same  brave  hearts  grew  very  tender  as  they 
sang  of  love  and  "  Annie  Laurie."  We  like  to  feel 
that  they  were  brave  as  well  as  loving. 

They  —  who  ?     They  lay  —  where  ? 

What  picture  does  the  first  line  suggest  ? 

What  does  the  smoking  cannon  tell  you  ? 

What  do  you  think  of  the  bravery  of  the  men  who 
could  sing  under  those  conditions  ? 

STANZA  2.  Forgot  was  Britain9 s  glory.  --It  was 
loyalty  to  Britain's  glory  that  united  them  as  soldiers. 

Contrast  in  your  mind  the  swelling  enthusiasm  of 
patriotic  strains  and  the  gentle  sentiment  of,  "  And  for 
bonnie  Annie  Laurie  I'd  lay  me  down  and  dee." 

Do  not  overlook  the  use  of  but,  nor  fail  to  draw 
attention  to  the  simple  connective  use  of  the  ands. 


STUDIES  IN  CONNECTIVES  79 

57.  As  the  sun  does  not  wait  for  prayers  and  in- 
cantations to  be  prevailed  on  to  rise,  but  immediately 
shines  forth,  and  is  received  with  universal  salutation, 
so  neither  do  you  wait  for  applause,  and  shouts,  and 
praises,  in  order  to  do  good,  but  be  a  voluntary  bene- 
factor, and  you  will  be  beloved  like  the  sun. 

EPICTETUS. 

58.  Tis  hard  to  say,  if  greater  want  of  skill 
Appear  in  writing  or  in  judging  ill; 

But  of  the  two,  less  dang'rous  is  th'  offence 
To  tire  our  patience,  than  mislead  our  sense. 
5    Some  few  in  that,  but  numbers  err  in  this ; 
Ten  censure  wrong  for  one  who  writes  amiss. 
Essay  on  Criticism  —  ALEXANDER  POPE. 


57.   Trace  the  related  portions  : 


As 


the  sun 

does  not  wait 

for    prayers    and    incanta- 


tions 


to  be  prevailed  on  to  rise 


but 


immediately  shines  forth 

and 

is    received     with     univer- 
sal salutation 


so  neither 
do  you 
wait 
for   applause,    and   shouts, 

and  praises 
in  order  to  do  good 
but 

be  a  voluntary   benefactor 

and 

you    will    be   beloved    like 
the  sun 


Neither  connects  negative  ideas.     Meaning  of  so? 
Memorize. 

58.    Between  what  two  ideas  does  or  offer  a  choice  ? 
Which  of  the  two  tires  our  patience  ?     How  ? 
Which  misleads  our  sense?     How  ? 
To  what  does  that  refer  (line  5)  ?     This? 


80  TEACHING  TO  READ 

59-  THE  ADVICE  OF  POLONIUS  TO  HIS  SON  LAERTES, 
WHO  IS  GOING  TO  FRANCE 

From  Hamlet.     Act  I.     Scene  III. 

1  These  few  precepts  in  thy  memory 

See  thou  character.     2  Give  thy  thoughts  no  tongue, 

Nor  any  unproportion'd  thought  his  act. 

3  Be  thou  familiar,  but  by  no  means  vulgar. 

4  Those  friends  thou  hast,, and  their  adoption  tried, 
Grapple  them  to  thy  soul  with  hoops  of  steel ; 
But  do  not  dull  thy  palm  with  entertainment 

Of  each  new-hatched,  unfledg'd  comrade.     5  Beware 
Of  entrance  to  a  quarrel,  but,  being  in, 
Bear't  that  the  opposed  may  beware  of  thee. 

6  Give  every  man  thy  ear,  but  few  thy  voice ; 
Take  each  man's  censure,  but  reserve  thy  judgment. 

7  Costly  thy  habit  as  thy  purse  can  buy, 
But  not  express'd  in  fancy;   rich,  not  gaudy; 
For  the  apparel  oft  proclaims  the  man, 

And  they  in  France  of  the  best  rank  and  station 
Are  most  select  and  generous,  chief  in  that. 

8  Neither  a  borrower  nor  a  lender  be ; 
For  loan  oft  loses  both  itself  and  friend, 
And  borrowing  dulls  the  edge  of  husbandry. 

9  This  above  all :   to  thine  own  self  be  true, 
And  it  must  follow,  as  the  night  the  day, 
Thou  canst  not  then  be  false  to  any  man. 

WILLIAM   SHAKESPEARE. 

Give  the  opposed  thoughts  in  full  (line  5). 

Is  the  last  line  a  contradiction  of  the  first  two  ? 

59.  A  series  of  maxims  that  form  an  excellent  illus- 
tration of  the  use  of  but. 

Explain  briefly  the  meanirig  of  each  maxim.  (If  the 
pupils  are  slow,  and  it  "  takes  time,"  there  is  all  the 
more  reason  for  doing  the  work.) 


STUDIES  IN  CONNECTIVES  8 1 

SENTENCE  I.     See  thou  character  (write;   inscribe)  - 
where  ?     What  ? 

SENTENCE  2.  What  is  the  first  thought  ?  The  second  ? 
Express  each  in  your  own  words. 

Unproportion'd,  disorderly;   unsuitable. 

SENTENCE  3.    What  are  the  opposed  ideas  ? 

Vulgar,  the  extreme  of  familiar. 

SENTENCE  4.    Why  steel?     Why  hoops  ? 

Adoption,  admission  to  a  more  intimate  relation. 

Explain  the  oppositeness  in  the  thoughts  connected 
by  but.  The  meaning  of  new-hatch 'd,  unfledgd  comrade. 

What  balances  new-hatch 'd,  unfledgd  comrade?  Ans. 
Them.  To  whom  does  them  refer  ? 

Do  not  dull,  etc.  "Do  not  make  thy  palm  callous  by 
shaking  every  man  by  the  hand."  (Johnson.) 

SENTENCE  6.    Trace  the  balancing  of  the  parts. 

It  shall  be  thrice  better  to  hear  what  they  say,  than  to 
speak  what  thou  thinkest.  Euphues. 

Censure,  opinion. 

SENTENCE  7.    Expressed  in  fancy,  "marked  or  singular  in 
device  "  (Moberly) ;   in  modern  slang,  "  loud."  (Rolfe.) 
Generous,  liberal.  Chief,  chiefly ;   especially. 

SENTENCE  8.    Neither  .  .  .  nor;  for;   and;   and. 

How  might  loan  lose  itself?     Friend? 

How  does  borrowing  dull  the  edge  of  husbandry  (thrift ; 
economy)  ? 

SENTENCE  9.  What  does  the  author  mean  by  being  true 
to  thine  own  self?  Notice  the  possessive. 

Why  must  the  truth  of  the  last  line  follow? 
i     Memorize. 


82  TEACHING  TO  READ 

Reread  (if  needful),  applying  your  understanding  of 
Connectives,  the  following : 

CHAP.  I.  Nos.  7,  14,  16,  18,  21,  23,  26,  27,  28,  32. 
CHAP.  II.  Nos.  9,  10,  12,  15,  20,  23,  30,  31,  32,  33. 

The  ability  and  the  size  of  the  class  will  determine 
the  number  of  exercises  that  the  teacher  will  need  to  use. 
Such  reviews  are  beneficial  because  they  show  the  pupils 
how  each  succeeding  chapter  enables  them  to  see 
plainly  things  that  they  had  passed  over  without  notic- 
ing before. 

SUGGESTIVE  QUESTIONS  FOR  WRITTEN  REVIEW 

1.  Explain  the  difference  in  the  uses  of  and,  or,  and 
but,  as  connectives,  and  illustrate  each. 

2.  (a)  How  is  and  useful  in  Nos.  5  and  6  ? 

(b)  (No.  8.)  Explain  the  difference  between  such 
expressions  as  here  and  there  and  shrub  and  tree. 

3.  Between  what  comparisons  does  or  offer  a  choice 
in  No.  18? 

4.  What  choice  is  given  an  author  in  No.  19  ? 

5.  What  effect  is  gained  by  the  use  of  the  double 
connective  in  No.  37  ?     In  No.  39  ? 

6.  Paraphrase  No.  40. 

7.  State    briefly   the    moral    lesson    that    No.   46 
teaches. 

8.  What  thoughts  does  but  place  in  opposition  in 
No.  56  ?     In  No.  57  ? 

9.  (No.  59.)  (a)  Explain  the  meaning  of  unpropor- 
tiond   (sentence   2) ;   vulgar   (3) ;   dull  thy  palm,    and 
unfledged  comrade  (4) ;    censure  (6) ;    dulls  the  edge  (8). 

(b)  Express  in  your  own  words  the  advice  concerning 
clothes. 

10.  Select,  and  give  the  number  of  the  exercise 
that  appeals  to  you  most  strongly  (a)  because  of  its 
truth  ;  (b)  because  of  its  beauty. 


CHAPTER  IV 

STUDIES   IN  THE    RELATIVE   THOUGHT  VALUES 
OF  MODIFIED  WORDS  AND  MODIFIERS 

A  common  fault  in  reading  is  failure  to  show  ap- 
preciation of  the  comparative  thought  values  of  modi- 
fied words  and  modifiers.  Given  No.  20,  one  person 
will  read,  "A  little  learning;"  another  will  read,  "A 
little  learning."  One  will  read,  "a  dangerous  thing;" 
another  will  read,  "  a  dangerous  thing"  It  is  the  excep- 
tional pupil  who  reads,  "A  little  learning  is  a  dangerous 
thing"  recognizing  that  the  introduction  of  the  subject 
lies  in  the  idea  learning,  but  that  it  is  a  modified  sub- 
ject,—  not  learning  in  general,  but  a  little  learning, 
and  that  the  idea  expressed  concerning  it  lies  in  both 
dangerous  and  thing. 

Chapter  IV  aims  to  furnish  material  suitable  for 
practice  along  this  particular  line,  omitting,  so  far  as 
possible,  the  problems  treated  in  succeeding  chapters. 

PEDAGOGICAL  INTRODUCTION 

Failure  to  notice  the  relative  thought  values  of 
modified  words  and  modifiers  contributes  generously 
to  "singsong,"  "jingly,"  and  "choppy"  reading  of 
poetry.  It  also  affects  seriously -the  reading  of  prose. 

In  taking  up  this  subject,  pupils  should  have  a  clear 
understanding  of  the  word  modify.  The  teacher  of 

83 


84  TEACHING  TO  READ 

reading  should  lead  them  to  think  of  it  not  as  a  tech- 
nical grammatical  term,  but  in  its  literary  sense.  An 
author  changes  or  modifies  his  meaning  at  pleasure  by 
prefixing,  inserting,  or  adding  words  and  groups  of 
words.  So  many  shades  of  meaning  can  be  expressed 
thus  that  the  modifying  ideas  often  trail  the  reader  far 
from  the  simple  statement  found  in  the  grammatical 
subject  and  predicate.  For  example  : 

THERE'S  A  fierce  gray  BIRD,  with  a  bending  beak, 
With  an  angry  eye,  and  a  startling  shriek, 
That  nurses  her  brood  where  the  cliff  flowers  blow, 
On  the  precipice  top,  in  perpetual  snow. 

We  begin  the  treatment  of  this  subject  with  adjec- 
tives and  nouns,  as  the  simplest  illustrations  of  alter- 
ing the  meaning  of  a  word.  The  alteration  may  be  of 
less  importance  than  the  original  idea,  it  may  be  equally 
important,  or  it  may  be  more  important.  Only  a 
study  of  the  thought  itself  can  determine  which.  Opin- 
ions may  differ,  but  every  pupil  should  have  an  opin- 
ion. It  is  the  office  of  the  teacher  to  judge,  and  to 
approve  or  correct. 

In  studying  the  importance  of  individual  words,  the 
teacher  must  always  remember  to  note  whether  the 
phrasing  is  correct,  otherwise  emphasis  may  be  over- 
done. The  thought  value  of  a  word  is  always  relative. 
A  word  may  be  important,  but  close  to  it  may  be 
another  equally  or  more  important.  In  our  study  of 
details,  we  must  never  forget  that  they  are  parts  of  a 
whole.  The  parts  must  be  noted  and  clearly  and  fully 
appreciated,  but  the  consciousness  of  the  whole  struc- 
ture should  never  be  lost. 


THOUGHT  VALUES  OF  MODIFIED  WORDS  85 

SELECTIONS  AND  SUGGESTIVE  STUDIES 

1.  King  Malcolm  proved  a  brave  and  wise  leader 
for  his  people. 

2.  Dr.  Rush  was  a  skillful  and  experienced  physician. 

3.  To  scale  the  wall  was  a  task  .of  great  difficulty. 

4.  The  landscape  was  a  forest  wide  and  bare. 

5.  I   fear  three   newspapers   more   than   a   hundred 
thousand  bayonets.  NAPOLEON. 


1.  King  Malcolm     proved     a  leader    for  his  people. 
To  the  idea  of  his  being  a  leader,  we  have  added  the 
information  that  he  was  a  brave  leader,  and  then  that 
he  was  a  wise  leader.     Read,  expressing  the  rich  addi- 
tion that  each  word  makes  to  the  description, of  the 
man. 

2.  The   professional  title   of  the   man   prepared   us 
somewhat  for  the  last  word,  and  allows  the.  new  ideas 
presented  in  skillful  and  experienced  to  stand  in  greater 
prominence. 

3.  The  leading  word  of  the  modified  portion  is,  no 
doubt,  difficulty,  but  to  be  modified  by  such  a  word 
as  great  is  to  be  modified  importantly. 

4.  Inverting  the  natural  order  of  the  modified  word 
and  modifier  tends  to  throw  both  into  greater  prom- 
inence. 

5-7.  Napoleon  in  expressing  his  fear  of  newspapers 
uses  bayonets  for  comparison,  and  places  them  in  the 
noteworthy  relation  of  three  to  a  hundred  thousand. 


86  TEACHING  TO  READ 

6.  There  are  few  voices  in  the  world,  but  many  echoes. 

7.  Intelligence  and  courtesy  not  always  are  combined  ; 
Often  in  a  wooden  house  a  golden  room  we  find. 

Art  and  Tact.     (Complete.)     HENRY  W.  LONGFELLOW. 

8.  He  is  an  honest  man  and  an  honest  writer. 

9.  Striking  manners  are  bad  manners. 

ROBERT  HALL. 

Voices  and  echoes  (6)  are  the  leading  ideas,  but  they  are 
importantly  modified  by  the  presence  of  jew  and  many. 
The  balanced  arrangement  of  the  sentence,  which 
throws  the  four  words  into  contrasting  pairs,  gives 
added  individual  importance  to  each. 
Explain  the  meaning  of  No.  7. 

8-1 2.  Determine  the  relative  value  of  the  repeated 
words. 

Honest  (8)  modifies  writer  as  much  as  it  modifies 
man,  but  in  presenting  it  the  second  time,  we  are  pre- 
senting an  idea  already  considered  and  still  fresh  in 
the  mind  of  the  hearer,  while  writer  must  be  grasped 
as  something  entirely  new. 

No.  9  is  the  opposite  of  No.  8.  Omitting  the  re- 
peated word  will  often  make  clear  the  reason  for  its 
use.  Striking  manners  are  bad,  does  not  express  quite 
the  same  thought  as  the  original. 

10.  A  repeated  word  may  retain  its  prominence. 

11.  What  are  we  reading  about?     Ans.  The  effect 
of  reading,  conference,  and  writing  upon  a  man. 

What  is  the  most  noticeable  feature  in  the  arrange- 


THOUGHT  VALUES  OF  MODIFIED  WORDS  87 

10.  The  public  offices  are  a  public  trust. 

DORMAN  BRIDGMAN  EATON. 

11.  Reading  maketh  a  full  man,  conference  a  ready 
man,  and  writing  an  exact  man. 

SIR  FRANCIS  BACON. 

12.  Knowledge  humbleth  the  great  man,  astonisheth 
the  common  man,  and  puffeth  up  the  little  man. 

SIR  FRANCIS  BACON. 

ment  of  the  sentence  ?  Ans.  The  balance  maintained 
between  the  parts  of  the  sentence.  This  balance 
necessitates  the  repetition  of  what  word  ?  Ans.  Man. 
What  effect  is  gained  by  it  ?  Suggestive  Ans.  Clear- 
ness, emphasis,  easy  comparison,  etc. 

Conference,  formerly  conversation  or  discourse,  in  general. 
Ready,  not  slow  or  hesitating ;   quick  in  perception. 

12.  Compare  with  No.  n.  They  appear  alike. - 
Is  there  a  difference  ?  Ans.  No.  n  gives  the  effect 
of  three  things  upon  man;  No.  12  tells  how  one  thing 
affects  three  different  kinds  of  men.  The  balancing 
of  the  parts  rests  upon  which  words  ?  Ans.  Hum- 
bleth -  -  astonisheth  -  -  puffeth  up;  great  -  -  common 
-  -  little ;  man  -  -  man  -  -  man. 

Why  is  .the  word  man  repeated  ?  Ans.  It  could 
not  well  be  avoided.  Does  it  gain  any  new  significance 
the  second  or  third  time  it  is  used  ?  Ans.  No. 

Practice  articulation  exercises  for  th  at  both  the  end 
and  the  beginning  of  words  ;  as, 

length  —  th  —  th  —  th  —  think 
growth  —  th  —  th  —  th  —  thin 


88  TEACHING  TO  READ 

13.  We  have  great  cities,  great  manufactures,  great 
commerce,  great  wealth,  great  luxury  and  splendor. 

Oration  Delivered  July  4,  1876^  RICHARD  O'GoRMAN. 

14.  How  beautiful  the  long,   mild  twilight,  which, 
like  a  silver  clasp,  unites  to-day  with  yesterday. 

iq.  Bacon's  Essay  on  Study  contains  more  closely- 
packed  thought  than  any  other  English  composition. 


13.  Such   frequent   repetition,  in   itself,   gives  to  a 
word  a  prominence  that  requires  careful  handling  to 
keep   it   from   obscuring  the  word   that   it   describes. 
Lead  the  pupil  who  reads  too  fast  to  grasp,  first,  the 
largeness   of  the  thought   expressed   in   cities,   manu- 
factures, commerce,  wealth,  luxury,  and  splendor,  and 
second,  the  widely  different  mental  pictures  that  each 
word  suggests. 

Be'  alert  for  the  compounding  of  luxury  and  splendor. 

14.  How  must  the  general  term  twilight  be  limited 
in  order  to  merit  the  expression,  How  beautiful?     Is 
every  twilight  so  beautiful  ? 

15.  Oftentimes  the  modifying  word  can  hardly  be 
separated  from  the  leading  word  in  a  group,  for  very 
often  the  idea  lies  in  the  words  combined.     In  this 
sentence  the  author  is  referring  to  closely-packed  thought, 
and  the  parts  contribute  about  equally  to  the  idea. 

Be  alert  for  the  incorrect  grouping,  more  closely- 
packed  thought.  More  does  not  group  with  closely  or 
closely-packed,  it  modifies  closely-packed  thought,  and 
the  phrasing  is  more  closely-packed  thought. 


THOUGHT  VALUES  OF  MODIFIED  WORDS  89 

1 6.  Blue  wreaths   of  smoke   rise   among  the   trees, 
betraying  the  half-hidden  cottage;    the  eye  contem- 
plates  well-thatched    ricks    and    barns    bursting  with 
plenty. 

17.  Of  all  the  horrid,  hideous  notes  of  woe, 
Sadder  than  owl-songs  or  the  midnight  blast, 
Is  that  portentous  phrase,  "I  told  you  so." 

Don  Juan.     Canto  XI F — LORD  BYRON. 


Determine  the  relations  existing  among  the  last 
four  words.  Do  any,  other,  and  English  modify  com- 
position, or  does  any  refer  to  other,  and  other  to  English, 
and  English  to  composition,  or  does  other  refer  to  Eng- 
lish composition? 

Opinions  will  differ,  but  be  certain  that  the  reader  has 
an  opinion,  and  is  expressing  his  own  opinion  as  he 
reads. 

This  work  is  no  more  technical  than  that  carried  on 
in  the  grammar  class,  and  surely  it  is  quite  as  important 
that  we  be  able  to  express  the  relationships  existing  in 
a  sentence,  as  it  is  that  we  be  able  to  indicate  them  on 
paper. 

1 6.  The  smoke  rises  in  what  form  ?     What  color  ? 
The  wreaths  of  smoke  betray  the  presence  of  what  ? 

Why  might  it  otherwise  not  have  been  noticed  ? 

Which  words  does  and  connect  ?  Through  the  in- 
sertion and  addition  of  which  words  does  the  author 
convey  to  us  the  idea  of  a  prosperous  farmer  ? 

17.  Notes  of  woe  may  be  the  leading  idea  but  horrid 
and  hideous  show  the  author's  -disgust  in  the  phrase. 
Songs  and   blast  may  be  leading  words  but  owl  and 

TURNER,    TEACH.    TO    READ 7 


90  TEACHING  TO  READ 

1 8.  What  cold-blooded  cruelty  did  Nero  manifest  ! 
what  disgusting  sensuality  !    what  black  ingratitude  ! 
what  concentrated  selfishness  !  what  utter  disregard  of 
his  duties,  as  a  monarch  and  as  a  man  ! 

19.  The   right   honorable  gentleman   has  called   me 
"an  unimpeached  traitor."     I  ask,  why.  not  "traitor," 
unqualified  by  any  epithet  ?     I  will  tell  him ;    it  was 
because  he  dare  not  !     It  was  the  act  of  a  coward,  who 
raises  his  arm  to  strike,  but  has  not  courage  to  give  the 

-  Rfply  to  Mr.  Corry  —  HENRY  GRATTAN. 

20.  A  little  learning  is  a  dangerous  thing  ! 

.  Drink  deep,  or  taste  not  the  Pierian  spring; 


midnight  suggest  the  sadness  of  the  comparison. 

What  is  the  meaning  of  portentous?  In  what  way 
is  it  a  portentous  phrase?  (Pupils  can  frequently  give 
the  dictionary  meaning  of  a  word  when  they  cannot 
explain  its  use  in  the  sentence.) 

1 8.  To  the   strongest   kind   of  leading  words,   the 
author  has  added  the  strongest  modifiers  that  language 
could  supply.     Notice  how  such  modifiers  emphasize 
the  meaning  rather  than  limit  it. 

19.  An  illustration  of  the  weakening  power  that  can 
be  found  among  modifiers.     Why  does  he  dare  say, 
an  unimpeached  traitor,  but  not,  a  traitor? 

20.  How  may  the  different  parts  of  the  stanza  be 
described  ?     Ans.  The  first  part  is  the  leading  state- 
ment ;  the  second  is  some  advice  that  it  calls  forth  ; 
the  third  gives  the  reason  underneath  the  advice. 


THOUGHT  VALUES  OF  MODIFIED  WORDS  91 

There  shallow  draughts  intoxicate  the  brain, 
And  drinking  largely  sobers  us  again. 

Essay  on  Criticism  —  ALEXANDER  POPE. 

21.  The  composition  of  man  is  threefold  :  physical, 
intellectual,  and  moral.  It  is  the  justly  proportioned 
composition  of  these  three  that  constitutes  the  real 
excellence  of  perfect  manhood. 

The  Character  of  Washington  —  ZEBULON  B.  VANCE. 


Define  Pierian  (pi  e'  n  an) ;  understand  also  Muses. 

Where  do  shallow  draughts  (drafts)  intoxicate  the 
brainy  and  drinking  largely  sober  us  again?  Ans.  There. 
There. —  Where  ?  What  intoxicates  the  brain  there? 

What  kind  of  drinking  sobers  us  again  ? 

What  are  shallow  draughts  of  learning  ?  How  do 
they  intoxicate? 

Memorize. 

21.  SENTENCE  i.  How  many  main  divisions  are 
indicated  by  the  punctuation?  What  relation  does 
the  second  part  bear  to  the  first  ? 

Define  threefold.     Explain  the  use  of  — fold. 

What  is  meant  by  his  physical  composition  ?  His 
intellectual?  His  moral?  (Briefly.) 

The  question,  "Which  animal,  only,  possesses  a  phys- 
ical, intellectual,  and  moral  composition?"  —will  call 
attention  to  man. 

SENTENCE  2.  See  that  justly  modifies  proportioned 
and  that  justly  proportioned  together  modify  composition. 

What  phase  of  excellence  are  we  discussing  ?  Of 
manhood?  Meaning  of  justly? 


92  TEACHING  TO  READ 

22.  Oh,  a  dainty  plant  is  the  Ivy  green, 
That  creepeth  o'er  ruins  old  ! 

Of  right  choice  food  are  his  meals  I  ween, 
In  his  cell  so  lone  and  cold. 

s  The  walls  must  be  crumbled,  the  stone  decayed, 
To  pleasure  his  dainty  whim  : 
And  the  mouldering  dust  that  years  have  made, 
>    Is  a  merry  meal  for  him. 

Creeping  where  no  life  is  seen, 
10      A  rare  old  plant  is  the  Ivy  green. 

The  Ivy  Green.     Pickwick  Papers  —  CHARLES  DICKENS. 

23.  Viewed   with    reference   to   these   facts,   George 
Washington  may  be  justly  considered  one  of  the  greatest 
men  whom  the  world  has  produced.     Greater  soldiers, 
more  intellectual  statesmen,  and  profounder  sages  have 
doubtless  existed  in  the  history  of  the  English  race  - 

Read   the   sentence,   omitting,   in   turn,  justly  pro- 
portioned, real,  and  perfect. 
Read  the  sentence  complete. 
Read  the  paragraph  complete. 

22.  Ivy  green;    ruins  old;    cell  so  lone  and  cold.  - 
Determine  whether  your  pupil's  correct  emphasis  is 
caused  by  the  inversion,  by  the  impulse  of  the  meter, 
or  by  true  appreciation  of  the  thought. 

Right,  very;  extremely. 

Ween,  imagine;  suppose;  think  (very  old  meaning). 

Explain  his  cell,  and  the  idea  of  the  food  and  meals 
in  his  cell;   also  mouldering  dust. 

What  words  are  omitted  from  line  5  ? 

23.  Weigh    carefully   the    parts   of  every    modified 
expression  and  do  not  allow  the  undervaluation  of  a 


THOUGHT  VALUES  OF  MODIFIED  WORDS  93 

perhaps  in  our  own  country  —  but  not  one  who  to 
great  excellence  in  each  of  these  fields  has  added  such 
exalted  integrity,  such  unaffected  piety,  such  unsullied 
purity  of  soul,  and  such  wondrous  control  of  his  own 

The  Character  of  Washington  —  ZEBULON  B.  VANCE. 

24.  How  beautiful  this  night !     The  balmiest  sigh 
Which  vernal  Zephyrs  breathe  in  Evening's  ear, 
Were  discord  to  the  speaking  quietude 

That  wraps  this  moveless  scene. 

Queen  Mab  —  PERCY  BYSSHE  SHELLEY. 

25.  The  melancholy  days  are  come,  the  saddest  of 

the  year, 

Of  wailing  winds,  and  naked  woods,  and  meadows 
brown  and  sere ; 


single  one:  these  facts ;  justly  considered;  one  of  the 
greatest  men  —  greatest  men ;  greater  soldiers ;  more 
intellectual  statesmen;  profounder  sages ;  have  doubt- 
less existed;  English  race;  our  own  country;  great 
excellence;  each  of  these  fields  —  these  fields;  such 
exalted  integrity ;  such  unaffected  piety ;  such  unsullied 
purity  of  soul;  such  wondrous  control  of  his  own  spir- 
it -r-  his  own  spirit. 

24.  Be  very  certain  that  the  ideas  suggested  in  these 
modified   forms   are  clearly  understood  :    sigh  —  balm- 
iest sigh;    Zephyrs  —  vernal  Zephyrs;    Evenings  ear; 
quietude  —  speaking  quietude ;   moveless  scene. 

Discord,  absence  of  unity  or  harmony. 
Have  you  ever  felt  a  night  like  this  ? 

25.  A   selection   in   which   failure   to   recognize   the 


94  TEACHING  TO  READ 

Heaped  in  the  hollows  of  the  grove,  the  autumn 

leaves  He  dead ; 
They  rustle  to  the  eddying  gust,   and   to  the 

rabbit's  tread ; 
The  robin  and  the  wren  are  flown,  and  from  the 

shrubs  the  jay, 
And  from  the  wood-top  calls  the  crow  through  all 

the  gloomy  day. 

The  Death  of  the  Flowers  —  WILLIAM  CULLBN  BRYANT. 

26.  l  The  intruder  was  an  old  man  with  a  flowing 
white  beard.  2  The  three  wallets  slung  across  his 
shoulders,  his  large  slouch  hat,  and  tall  staff  marked 


value    of   modified    words    and    modifiers    will    cause 
"singsong." 

Observe  the  grouping  in  lines  i  and  2.    First  we  have  a 
statement ;   then  we  have  a  modifying  group  of  words 
(The  saddest  what?);    then  we  have  .three  modifying 
groups,  pinned  together  (and  kept  apart)  by  and,— 
wailing  winds,  naked  woods,  brown  and  sere  meadows,  — 
each  made  up  of  two  or  more  ideas.     Brown  and  sere 
should  not  be  compounded. 

Sere;   sear,  dry ;  withered. 

Heaped  —  where  ?     What  are  the  hollows? 
They  rustle  to  what  ?     What  is  an  eddying  gust  ? 

The  wren  nests  about  houses,  walls,  etc.,  throughout  the 
United  States,  migrating  south  in  the  winter. 

Where  was  the  jay  ?    The  crow? 

26.  SENTENCE   i.  A  beard;  a  white  beard;    a  flowing 
white  beard. 


THOUGHT  VALUES  OF  MODIFIED  WORDS  95 

him  a  beggar  by  profession,  while  his  long  blue  gown 
and  the  pewter  badge  on  his  right  arm,  told  that  he 
belonged  to  that  privileged  class  called  the  King's 
Bedesmen,  or  Blue-gowns.  3  On  the  King's  birthday, 
every  Blue-gown  received  a  new  gown  and  as  many 
shillings  as  the  King  was  years  old.  4  The  life  of  a 
Scotch  beggar  in  the  eighteenth  century  was  really  a 
romantic  one;  and  if  he  chanced  to  be  a  Blue-gown, 
he  belonged  to  the  aristocracy  of  his  order,  and  was  a 
person  of  great  importance.  5  He  had  the  privilege 
of  asking  alms  through  all  Scotland,  every  law  against 
mendicity  being  suspended  in  his  favor. 

The  Antiquary  —  SIR  WALTER  SCOTT.     (Adapted.) 


SENTENCE  2.     While,  (conjunction)  at  the  same  time  that. 

How  many  things  marked  him  a  beggar  by  pro- 
fession ? 

How  must  the  idea  of  wallets  be  modified  to  indicate 
a  beggar  by  profession?  The  idea  of  his  hat?  Of 
his  staff? 

Read,  in  a  manner  that  will  call  attention  to  every 
one  of  these  necessary  details. 

How  many  things  told  that  he  belonged  to  the  King's 
Bedesmen  ? 

Bedesmen,  licensed  beggars  in  Scotland. 

How  must  the  idea  of  his  gown  be  modified  to  in- 
dicate one  of  the  King's  Bedesmen  ?  The  idea  of  a 
badge ? 

SENTENCE  4.  Why  do  you  think  the  author  inserted 
really?  (This  question  calls  attention  to  the  signifi- 
cance of  romantic.) 

Romantic,  suited  to  romance;   suggestive  of  adventure. 


96  TEACHING  TO  READ 

27.    THE  SPACIOUS  FIRMAMENT 

The  spacious  firmament  on  high, 

With  all  the  blue  ethereal  sky, 

And  spangled  heavens,  a  shining  frame, 

Their  great  Original  proclaim. 

The  unwearied  sun,  from  day  to  day, 

Does  his  Creator's  power  display, 

And  publishes  to  every  land 

The  work  of  an  Almighty  hand. 

Soon  as  the  evening  shades  prevail, 
The  Moon  takes  up  the  wondrous  tale, 
And  nightly  to  the  listening  earth, 
Repeats  the  story  of  her  birth  : 
Whilst  all  the  stars  that  round  her  burn, 
And  all  the  planets  in  their  turn, 
Confirm  the  tidings  as  they  roll 
And  spread  the  truth  from  pole  to  pole. 

What  though,  in  solemn  silence,  all 
Move  round  the  dark  terrestrial  ball  ? 
What  though  no  real  voice  nor  sound 
Amid  these  radiant  orbs  be  found  ? 
In  Reason's  ear  they  all  rejoice, 
And  utter  forth  a  glorious  voice, 
Forever  singing  as  they  shine, 
"The  Hand  that  made  us  is  divine." 

JOSEPH  ADDISON. 

27.  Firmament.  The  Hebrew  word  denotes  an  "  expanse  " 
and  was  in  Scripture  applied  to  the  great  arch  or  expanse 
over  our  heads  in  which  the  clouds  and  stars  appear. 

"  The  earth  was  regarded  (by  the  ancient  Hebrews)  as  a  flat 
surface,  bounded  upon  all  sides  by  the  watery  deep.  Above, 
the  heavens  formed  a  hollow  vault.  .  .  .  This  vault  was 
thought  to  be  solid  and  was  spoken  of  as  a  firmament." 


THOUGHT  VALUES  OF  MODIFIED  WORDS  97 

STANZA  i.  Firmament,  sky,  and  heavens  are  used  in- 
terchangeably but  the  Dictionary  also  defines  each  in  a 
way  that  corresponds  with  the  poet's  use. 

Sky,  the  upper  atmosphere ;  the  apparent  arch,  or  vault, 
of  heaven,  which  on  a  clear  day  is  of  a  blue  color. 

Heavens,  the  place  where  the  sun,  moon,  and  stars  appear. 

Spacious,  vast  in  extent. 

Ethereal  (e the're^l),  formed  of  ether;  containing  or  filled 
with  ether. 

Spangled,  adorned  with  things  sparkling  and  brilliant. 

Frame,  anything  composed  of  parts  fitted  or  united 
together;  especially  the  constructional  system,  whether  of 
timber  or  metal,  that  gives  to  a  building,  vessel,  etc.,  its 
model  and  strength.  (Webster.) 

Original,  originator ;  the  one  who  caused  them  to  be. 

STANZA  2.     Prevail,  gain  or  hold  superior  power. 

What  tale? 

What  is  the  story  of  her  birth?     Who  only  hears  it  ? 

What  tidings?     What  truth? 

STANZA  3 .  What  though.  —  Note  how  largely,  in  this 
stanza,  correct  expression  depends  upon  an  understand- 
ing of  these  words. 

What  though,  what  does  it  matter  that;  suppose  it  be 
true  that. 

Name  the  things  included  in  all.  • 

Terrestrial,  earthly;    the  opposite  of  celestial  (heavenly). 

Orbs,  celestial  bodies. 

Radiant,  beaming  with  brightness ;   emitting  light. 

How  do  they  speak  in  Reason  s  ear? 
What  contrast  do  you  see  in  stanza  3  ? 
Can  you  suggest  another  title  for  the  poem  ? 


98  TEACHING  TO  READ 

28.   DESTRUCTION  OF   POMPEII 
From  The  Last  Days  of  Pompeii. 

The  cloud,  which  had  scattered  so  deep  a  murkiness 
over  the  day,  had  now  settled  into  a  solid  and  impene- 
trable mass.  It  resembled  less  even  the  thickest 
gloom  of  a  night  in  the  open  air  than  the  close  and 
s  blind  darkness  of  some  narrow  room.  But  in  pro- 
portion as  the  blackness  gathered,  did  the  lightnings 
around  Vesuvius  increase  in  their  vivid  and  scorching 
glare. 

Nor  was  their  horrible  beauty  confined  to  the  usual 

10  hues  of  fire ;  no  rainbow  ever  rivalled  their  varying 
and  prodigal  dyes.  Now  brightly  blue  as  the  most 
azure  depth  of  a  southern  sky ;  —  now  of  a  livid  and 
snake-like  green,  darting  restlessly  to  and  fro  as  the 
folds  of  an  enormous  serpent ;  —  now  of  a  lurid  and  in- 

15  tolerable  crimson,  gushing  forth  through  the  columns 
of  smoke,  far  and  wide,  and  lighting  up  the  whole  city 
from  arch  to  arch,  -*-  then  suddenly  dying  into  a  sickly 
paleness,  like  the  ghost  of  their  own  life  ! 

In  the  pauses  of  the  showers,  you  heard  the  rum- 

20  bling  of  the  earth  beneath,  and  the  groaning  waves  of 
the  tortured  sea  ;  or,  lower  still  and  audible  out  to  the 
watch  of  intensest  fear,  the  grinding  and  hissing  mur- 
mur of  the  escaping  gases  through  the  chasms  of  the 
distant  mountains. 

as  Sometimes  the  cloud  appeared  to  break  from  its 
solid  mass,  and,  by  the  lightning,  to  assume  quaint 
and  vast  mimicries  of  human  or  of  monster  shapes, 
striding  across  the  gloom,  hurtling  one  upon  the  otner, 
and  vanishing  swiftly  into  the  turbulent  abyss  of 

so  shade ;  so  that,  to  the  eyes  and  fancies  of  the  affrighted 

wanderers,   the   unsubstantial  vapors   were   as   the 

bodily  forms  of  gigantic  foes,  —  the  agents  of  terror 

and  of  death. 

The  ashes  in  many  places  were  already  knee-deep ; 

35  and  the  boiling  showers  which  came  from  the  steaming 


THOUGHT  VALUES  OF  MODIFIED  WORDS  99 

breath  of  the  volcano  forced  their  way  into  the  houses, 
bearing  with  them  a  strong  and  suffocating  vapor. 
In  some  places,  immense  fragments  of  rock,  hurled 
upon  the  house  roofs,  bore  down  along  the  streets 

4o  masses  of  confused  ruin,  which  yet  more  and  more, 
with  every  hour,  obstructed  the  way ;  and,  as  the  day 
advanced,  the  motion  of  the  earth  was  more  sensibly 
felt,  —  the  footing  seemed  to  slide  and  creep,  —  nor 
could  chariot  or  litter  be  kept  steady,  even  on  the 

45  most  level  ground. 

Sometimes,  the  huger  stones  striking  against  each 
other  as  they  fell,  broke  into  countless  fragments, 
emitting  sparks  of  fire,  which  caught  whatever  was 
combustible  within  their  reach ;  and  along  the  plains 

so  beyond  the  city  the  darkness  was  now  terribly  re- 
lieved ;  for  several  houses,  and  even  vineyards,  had 
been  set  on  flames ;  and  at  various  intervals  the  fires 
rose  sullenly  and  fiercely  against  the  solid  gloom. 
To  add  to  this  partial  relief  of  the  darkness,  the 

55  citizens  had,  here  and  there,  in  the  more  public  places, 
such  as  the  porticoes  of  temples  and  the  entrances  to 
the  forum,  endeavored  to  place  rows  of  torches  ;  but 
these  rarely  continued  long;  the  showers  and  the 
winds  extinguished  them,  and  the  sudden  darkness 

60  into  which   their  sudden    birth  was    converted  had 

something  in  it  doubly  terrible  and  doubly  impressive 

on  the  impotence  of  human  hopes,  the  lesson  of  despair. 

Frequently,   by    the    momentary    light   of  these 

torches,  parties  of  fugitives  encountered  each  other, 

65  some  hurrying  toward  the  sea,  others  flying  from  the 
sea  back  to  the  land ;  for  the  ocean  had  retreated 
rapidly  from  the  shore ;  —  an  utter  darkness  lay  over 
it,  and,  upon  its  groaning  and  tossing  waves,  the  storm 
of  cinders  and  rocks  fell  without  the  protection  which 

70  the  streets  and  roofs  afforded  to  the  land. 

Wild  —  haggard  —  ghastly  with  supernatural  fears, 
these  groups  encountered  each  other,  but  without  the 
leisure  to  speak,  to  consult,  to  advise ;  for  the  showers 


100  TEACHING  TO  READ 

fell  now  frequently,  though  not  continuously,  extin- 
75  guishing  the  lights,  which  showed  to  each  band  the 

death-like  faces  of  the  other,  and  hurrying  all  to  seek 

refuge  beneath  the  nearest  shelter. 

The  whole  elements  of  civilization  were  broken  up. 

Ever  and  anon,  by  the  flickering  lights,  you  saw  the 
so  thief  hastening  by  the  mo'st  solemn  authorities  of 

the  law,  laden  with,  and  fearfully  chuckling  over,  the 

produce  of  his  sudden  gains.     If,  in  the  darkness,  wife 

was  separated  from  husband,  or  parent  from  child, 

vain  was  the  hope  of  reunion.     Each  hurried  blindly 
85  and  confusedly  on.     Nothing  in  all  the  various  and 

complicated  machinery  of  social  life  was  left  save  the 

primal  law  of  self-preservation  ! 

SIR  EDWARD  BULWER-LYTTON. 


28.  Pompeii,  an  ancient  city  of  southern  Italy,  twelve 
miles  from  Naples.  It  was  overwhelmed  and  completely 
destroyed  by  the  eruption  of  Vesuvius,  A.D.  79. 

What  is  the  difference  in  the  meaning  of: 

solid  and  impenetrable  *  strong        and  suffocating  * 

vivid  and  scorching 7  sullenly     and  fiercely  ** 

varying  and  prodigal 10  terrible      and  impressive il 

livid  and  snake-like  lf  groaning    and  tossing  u 

lurid  and  intolerable  M  wild  —  haggard  —  ghastly  7I 

grinding  and  hissing  a  frequently  and  continuously  74 

quaint  and  vast  *  blindly       and  confusedly M 

human  or  monster  *  various      and  complicated n 

The  above  list  is  an  excellent  illustration  of  the  value 
of  modifying  words.  Note  how  importantly  each  word 
contributes  to  the  thought. 

(See  appended  glossary  for  the  meaning  of  all  unusual 
words.) 


THOUGHT  VALUES  OF,-MODI]fIED  WORDS  ^ 

One  of  the  objects  of  the  reading  class  is  to  increase 
the  pupil's  vocabulary.  An  increased  vocabulary 
should  be  a  working  vocabulary.  Too  often  it  is  only 
a  pronouncing  one. 

Too  much  attention  is  given  to  the  meaning  of  ex- 
pressions, and  too  little  to  the  meaning  of  single  words. 
Some  expressions  may  properly  be  studied  as  wholes. 
Of  such  are  the  following : 

in  proportion 5         at  intervals 52         ever  and  anon 79 

They  are  recognized  "expressions,"  and  the  dictionary 
treats  them  as  such.  The  tortured  sea  (line  21)  is  an 
example  of  figurative  expressions,  and  its  significance 
must  be  gleaned  through  the  imagination  and  the  mean- 
ing of  tortured.  Many  expressions  that  appear  to  be 
figurative  will  be  found,  on  consulting  a  dictionary,  to 
be  illustrations  of  literal  uses  of  words.  From  arch  to 
arch  (line  17)  is  an  example  of  expressions  that  require 
special  explanation  because  they  have  a  special  mean- 
ing in  the  selection.  But  the  meaning  of  far  the  larger 
proportion  of  expressions  should  be  sought  first  in  the 
significant  words. 

Lines  25-33.  Sometimes  the  cloud  (Which  cloud?) 
appeared  to  break  from  its  solid  mass  (What  did  solid 
and  impenetrable  mass  mean  in  line  2  ?),  and,  by  the 
lightning  (What  lightning?),  to  assume  .  .  .  mimicries 
of  human  or  of  monster  shapes.  .<••. 

Do  not  ask,  "What  are  mimicries  of  human  or  monster 
shapes  ?  "  The  pupil  would  probably  reply, "  Imitations," 
and  but  a  fractional  part  of  the  meaning  would  be  grasped. 

Mimicries,  ludicrous  imitations  (ludicrous,  comic;  spor- 
tive; ridiculous). 


102  .  .  TEAOtfNG  TO  READ 

Monster,  huge;   of  enormous  or  extraordinary  size. 

Quaint  and  vast  mimicries : 

Quaint,  fanciful;   singular;   curious. 
Vast,  boundless ;  of  great  extent. 

Can  you  imagine  quaint  and  vast  mimicries  of  human 
or  of  monster  shapes  in  clouds  ? 

Do  not  ask,  "What  does  striding  across  the  gloom 
mean?" 

Striding,  walking  with  long  and  measured  steps. 
Gloom,  partial  or  total  darkness. 

Expressed  in  the  terms  of  the  definitions,  it  becomes  : 
"walking  with  long  and  measured  steps  across  the  par- 
tial or  total  darkness."  Observe  that  while  the  defi- 
nitions throw  light  upon  the  expression,  the  author 
has  chosen  the  neater  way  of  expressing  the  thought. 

Can  you  imagine  quaint  and  vast  mimicries  of  human 
or  of  monster  shapes  —  striding  across  the  gloom  ?  If  you 
cannot,  the  author's  work,  for  you,  has  been  in  vain. 

Do  not  ask,  "What  does  hurtling  one  upon  the  other 
mean  ?"  unless  you  are  sure  that  hurtling  (pushing  forci- 
bly ;  rushing  with  rapidity  and  violence)  is  understood. 

Can  you  imagine  quaint  and  vast  mimicries  of  human 

or  of  monster  shapes striding  across  the  gloom,  and 

hurtling  one  upon  the  other? 

Be  circumspect  in  such  requirements  as,  "What  is 
meant  by  turbulent  abyss  of  shade?  -  -  Express  the  mean- 
ing in  your  own  words."  It  is  difficult  to  express  con- 
cisely, in  other  words,  the  meaning  of  many  expressions, 
and  "talking  around  them"  is  not  a  great  help.  The 
author  has  usually  used  an  admirable  form,  and  a 


THOUGHT  VALUES  OF  MODIFIED  WORDS  103 

better  one  than  the  pupil  can  invent ;  therefore  study 
the  author's  meaning  so  that  his  form  can  be  under- 
stood and  appreciated. 

The  expression,  "Explain  turbulent  abyss  of  shade,'9 
requires  the  following  analysis  : 

Shade,  darkness ;   obscurity. 

Abyss,  any  deep,  immeasurable  space. 

Turbulent,  violently  agitated. 

A  turbulent  abyss  of  shade  is,  therefore,  a  violently 
agitated  deep,  immeasurable  space  of  darkness  or 
obscurity.  How  many  pupils  would  express  that  "in 
their  own  words"  ? 

To  what  turbulent  abyss  of  shade  does  the  author 
refer  ? 

When  the  definitions  of  the  words  are  clear,  the 
teacher  may  read  a  passage  slowly,  having  the  pupils 
fill  in  the  meanings,  thus  :  the  turbulent  —  (violently 
agitated)  —  abyss  —  (deep,  immeasurable  space)  — 
of  shade  —  (of  darkness  or  obscurity). 

Now,  can  you  imagine  quaint  and  vast  mimicries  of 

human  or  of  monster  shapes striding  across  the  gloom 

hurtling  one  upon  the  other anf vanishing  swiftly 

into  the  turbulent  abyss  of  shade  ? 

A  close  study  of  the  English  language  is  no  harder 
for  our  pupils  than  the  study  of  foreign  languages  later 
required  of  them,  and  it  is  a  matter  for  serious  con- 
sideration that  the  average  high  school  graduate's 
working  vocabulary  is  not  broader  after  twelve  years' 
study  of  the  English  language. 

The  study  of  words  is  important  not  only  that  pupils 
may  develop  a  vocabulary,  but  that  they  may  be  able 


104 


TEACHING  TO  READ 


to  appreciate  the  diction  of  a  good  author  and  correctly 
value  the  limited  efforts  of  a  poor  one.  Not  only  the 
difficult  new  words  should  be  defined,  but  plenty  of 
practice  should  also  be  given  in  expressing  clearly  and 
concisely  the  meanings  of  words  that  are  in  more 
common  use. 

The  following  word  study  may  be  carried  on  in 
connection  with  this  selection,  and  the  glossary  is 
appended  for  the  purpose. 


murkiness 
increase 
glare 
confined 


hurled 

obstructed 

sensibly 

footing 

chariot 

litter 


refuge 


hues 
rivalled 
azure 
crimson 


Page  98. 

gushing 
pauses 
audible 
intensest 


chasms 
affrighted 
bodily 
gigantic 


Page  99. 


emitting 

combustible 

relieved 

forum 

converted 

impotence 


despair  protection 

frequently     supernatural 
momentary  encountered 
leisure 
consult 


fugitives 
retreated 
cinders 


Page  100. 
flickering  chuckling 


primal 


Explain  : 

unsubstantial  vapors31        partial  relief54 
agents  of  terror  **  porticoes  of  temples  M 

The  manner  of  conducting  the  word  studies  should 
vary  from  day  to  day,  and  definitions  should  be  made 
as  interesting  as  possible. 


THOUGHT  VALUES  OF  MODIFIED  WORDS  105 

GLOSSARY 

Affrighted,  terrified. 
Agents,  active  powers  or  causes. 
Audible,  capable  of  being  heard. 
Azure,  resembling  the  color  of  the  clear  blue  sky ;  cloudless. 

Blindly,  without  reason  or  understanding. 
Bodily,  real;   actual. 

Chariot,  in  ancient  times,  a  two-wheeled  car  or  vehicle  for 
war,  facing,  state  processions,  etc. 

Chasm  (kaz'm),  a  deep  opening  made  by  disruption 
(bursting  and  separating),  as  a  breach  in  the  earth  or  a  rock. 

Chuckling,  laughing  in  a  suppressed,  broken  manner ;  ex- 
pressing inward  triumph,  satisfaction,  or  exultation. 

Cinders,  hot  coals,  or  the  like,  without  flame. 

Civilization,  an  advanced  state  of  material  and  social  well- 
being,  as  applied  to  human  society. 

Combustible,  capable  of  catching  fire. 

Complicated,  consisting  of  parts  closely  combined  or  as- 
sociated ;  complex. 

Confined,  restrained  within  limits ;   limited. 

Confusedly,  in  a  disordered,  perplexed  manner. 

Consult,  seek  the  opinion  or  advice  of;  take  counsel  to- 
gether. 

Continuously,  without  interruption. 

Converted,  changed  or  altered  from  one  state  to  another. 

Crimson,  a  deep  red  color,  tinged  with  blue. 

Despair,  utter  hopelessness ;   discouragement. 

Element,  one  of  the  simplest  parts  or  principles  of  which 
anything  consists,  or  into  which  it  may  be  analyzed. 

Emitting,  sending  forth  ;   throwing  out. 

Encountered,  met  face  to  face;  met  suddenly  and 
accidentally. 

TURNER,   TEACH.    TO   READ 8 


106  TEACHING  TO  READ 

Ever,  ever  and  anon,  now  and  then;  indicates  indefinite 
repetition  or  continuation. 

Flickering,  wavering  or  twinkling;  wavering  unsteadily, 
as  a  flame  in  a  current  of  air. 

Foes,  enemies. 

Folds,  coils,  or  series  of  rings  (of  a  serpent). 

Footing,  the  foundation  to  stand  on. 

Forum  (Roman  Antiquities),  the  public  or  market  place 
of  a  city,  which  was  the  center  of  judicial  and  other  public 
business,  and  formed  a  natural  place  of  public  assembly. 

Frequently,  at  short  intervals ;  often. 

Fugitives,  persons  fleeing  from  danger,  etc. 

Ghastly,  deathlike ;   pallid. 

Gigantic,  immense;  huge;  of  extraordinary  size. 

Glare,  bright,  dazzling  light. 

Groaning,  uttering  deep,  low-toned,  moaning  sounds. 

Gushing,  rushing  or  issuing  with  violence  and  rapidity. 

Haggard,  having  the  look  of  one  wasted  by  want,  anxiety, 
or  suffering. 

Hissing,  a  noise  like  that  made  by  escaping  steam  or  water 
touched  by  hot  metal. 

Hues,  shades  of  color. 

Hurled,  thrown  with  violence;  driven  with  great  force. 

Impenetrable,  incapable  of  being  penetrated  or  pierced. 

Impotence  (im')»  weakness;  want  of  strength  or  power. 

Impressive,  having  power  to  affect  forcibly  or  deeply. 

Increase,  expand  ;   swell ;   enlarge. 

Intense,  extreme  in  degree. 

Intervals  at,  from  time  to  time ;  now  and  then. 

Intolerable,  not  to  be  endured. 

Leisure,  time  at  one's  disposal. 

Litter,  a  bed  or  stretcher  so  arranged  with  poles  at  the 


THOUGHT  VALUES  OF  MODIFIED  WORDS  107 

sides,  that  a  sick  or  wounded  person  may  be  carried  in  or  on 
it  by  men  or  beasts. 

Livid,  black  and  blue ;  of  a  lead  color. 

Lurid,  ghastly  pale ;   pale  yellow. 

Momentary,  continuing  only  a  moment. 
Murkiness,  darkness ;   obscurity;   gloom. 

Obstructed,  blocked  up ;  stopped  up  or  closed,  as  a  passage. 

Partial,  not  total  or  entire. 

Pauses,  temporary  stops. 

Portico,  an  open  space  covered  by  a  roof  supported  on 
columns ;  a  kind  of  porch  before  the  entrance  of  a  building 
fronted  by  columns. 

Primal,  first;   original. 

Prodigal,  profuse ;   very  liberal. 

Proportion  in,  in  the  degree  or  measure  that;   acco/ding. 

Protection,  shelter. 

Refuge,  shelter  or  protection  from  danger. 
Relief,  the  removal,  or  partial  removal,  of  anything  op- 
pressive or  burdensome. 

Relieved,  set  off  by  contrast. 
Retreated,  receded;  withdrawn. 
Rivalled,  stood  in  competition  with. 

Scorching,  parching  or  burning  the  surface. 

Sensibly,  capable  of  being  recognized  by  the  senses. 

Suffocating,  choking;   stifling. 

Sullen,  gloomily  angry  and  silent. 

Supernatural,  relating  to  that  which  is  beyond  nature. 

Temple,  an  edifice  dedicated  to  the  worship  of  a  deity,  and 
in  ancient  times,  usually  regarded  as  a  residing  place  of  the 
deity,  whose  presence  was  symbolized  by  a  statue,  or  other 
sacred  token. 


108  TEACHING  TO  READ 

Terror,  violent  dread;    extreme  fear;    fear  that  agitates 
body  and  mind. 
Tortured,  put  to  torture  ;  tormented  ;  distorted. 

Unsubstantial,  not  real  ;  not  solid. 

Vain,  useless. 

Vapor,  any  visible  substance  floating  in  the  air,  and  im- 
pairing its  transparency. 
Varying,  changing;  altering. 
Vivid,  intense;   bright;   brilliant. 

Reread,   applying  your  understanding  of  Modified 
Words  and  Modifiers  : 


T 
Chap.  II,  Nos.  22,  25,  27,  30,  31,  34. 

• 

Suitable  questions  for  a  written  lesson  may  be  chosen 
from  those  already  asked. 


CHAPTER  V 
STUDIES  IN  SERIES 

The  subject  of  Series  is  presented  not  only  from  the 
viewpoint  of  construction,  from  which  we  see  series  of 
words,  phrases,  clauses,  short  sentences,  or  paragraphs ; 
but  also  from  the  viewpoint  of  literary  application, 
from  which  we  see  series  of  arguments,  illustrations, 
comparisons,  and  other  literary  forms. 

Beginning  with  the  simplest  problems  in  series,  the 
Studies  lead  by  rational  progression  into  long  and  in- 
volved illustrations,  and  conclude  with  titled  selections 
suited  to  the  teaching  of  the  subject  in  hand. 

PEDAGOGICAL  INTRODUCTION 

The  aim  of  this  chapter  is  to  familiarize  pupils  with 
one  of  the  most  common  forms  in  composition,  and  to 
enable  them  to  recognize  such  a  form  at  sight.  The 
reading  of  short  series,  and  series  made  up  of  short, 
regularly  formed  parts  is  soon  taught,  but  the  reading 
of  long  and  involved  series  is  a  more  difficult  matter. 
Pupils  as  a  rule  have  not  been  taught  to  grasp  nor 
trained  to  hold  involved  ideas  of  any  length,  and  much 
careful  analytical  work  and  oral  practice  are  needed 
along  this  line. 

Something  more  than  this,  however,  is  needed.  In 
the  reading  class  we  are  training  pupils  to  be  intelligent 
sight  readers  as  well  as  skillful  interpreters  of  studied 

109 


HO  TEACHING  TO  READ 

selections,  and  this  phase  of  the  work  requires  some 
knowledgeof  the  principles  underlyingcorrect  expression. 

To  teach  a  principle  first,  and  then  to  deal  with 
thought  according  to  the  principle,  is  a  method  most 
certainly  to  be  condemned ;  but  to  develop  correct 
expression  through  easy  gradations  of  thought  and 
then  to  take  note  of  the  manner  in  which  expression 
has  manifested  itself,  —  bringing  to  bear  upon  the  ex- 
perience any  helpful  ideas  that  can  be  gleaned  from 
other  minds,  —  is  a  reasonable  and  rational  proceeding. 
To  do  a  thing  over  and  over,  and  never  take  note  of 
how  it  is  done,  is  a  proceeding  as  much  to  be  condemned 
in  the  reading  class  as  in  any  other.  We  learn  to 
"read  by  reading"  somewhat  as  we  learn  "to  do  by 
doing,"  presupposing  in  each  case  that  some  notice  is 
taken  of  the  method  of  action  and  its  effY 

The  shorter,  easier  selections  are  studied  first,  in 
order  that  pupils  may  be  led  open-eyed  into  the  longer 
and  more  difficult  ones.  The  "leading"  should  be 
done  in  such  a  way  that  they  will  not  only  be  able  to 
read  long  and  involved  sentences  correctly  after  study, 
but  also  at  sight. 

This  latter  preparation  necessitates,  first,  such  a 
degree  of  familiarity  with  sentence  forms  that,  given 
the  first  part  of  an  ordinary  sentence  or  clause,  the 
reader  can  be  reasonably  certain  of  the  general  character 
of  the  part  or  parts  to  follow;  and,  second,  such  a 
thorough  understanding  of  the  inflections  naturally  used 
under  given  conditions,  that  he  can  apply  them  promptly 
and  correctly  according  to  principle,  when  it  is  impos- 
sible for  him  to  wait  for  the  guidance  of  the  thought. 

There  are  wide  differences  among  pupils  as  to  abilin 


STUDIES  IN  SERIES  III 

to  express  thought  or  feeling  through  the  voice ;  dif- 
ferences due  to  individual  conditions,  associations,  and 
temperaments.  The  teacher  is  obliged  to  recognize 
these  differences.  They  force  themselves  upon  her 
attention.  One  pupil  has  a  voice  full  of  music,  with 
easy  waves  and  slides,  —  graceful  and  refined  ;  another 
comes  with  a  croak  of  natural  hoarseness,  a  movement 
unvaryingly  stiff  and  straight,  or  awkwardly  zigzag,  or 
monotonous,  and  the  teacher  must  needs  bring  to  bear 
the  best  of  every  possible  method  in  her  effort  to  over- 
come in  the  shortest  possible  time  the  effects  of  heredity, 
environment,  or  disposition. 

One  wave  that  needs  to  be  understood  and  mastered 
for  use  in  long,  involved  sentences,  is  the  wave  that 
may  be  indicated  thus  V  or  X.  In  general,  the  rising 
inflection,  /  or  y,  denotes  incompleteness ;  the  fall- 
ing, \  or  "\,  completeness.  As  long  as  the  voice  falls, 
V\,  it  says  to  the  hearers,  "You  may  hold  this  thought 
in  mind  by  itself;"  when  it  rises,  it  says,  "There  is 
more  to  come."  Therefore  the  above  compound  slide 
speaks  two  messages  to  the  hearer.  The  first,  \\,  says, 
"This  is  all  of  this  part  of  the  thought;  consider  it," 
—  and  the  hearer  will  consider  it  as  long  as  the  inflection 
continues.  The  moment  an  upward  turn  is  given  \  V> 
no  matter  how  small  it  may  be  in  proportion  to  the 
downward  one,  it  says,  "There  is  more  to  come,"  and 
the  hearer  will  wait.  The  downward  part  will  be  long 
or  short  in  proportion  to  the  completeness  and  the 
separate  importance  of  the  idea. 

The  voices  of  many  pupils  are  awkward  and  unused 
to  compound  waves,  and  their  minds  are  correspond- 
ingly awkward  and  unused  to  continuous  thinking. 


112  TEACHING  TO  READ 

The  conversation  of  pupils  is,  for  the  most  part,  made 
up  of  short  sentences,  simple  in  construction.  The 
consequent  lack  of  practice  in  long  sentences  that  re- 
quire continuous  thinking  and  continuous  inflections 
other  than  the  simple  rising  or  falling  of  the  voice, 
partly  accounts  for  the  tendency  to  express  thoughts 
as  complete  before  they  are  completed,  and  to  break 
up  long  sentences  into  many  disconnected  parts. 

Pupils  need  to  be  taught  to  recognize  the  leading 
forms  of  sentences  in  which  continuousness  of  thought 
manifests  itself.  Through  a  study  of  the  thought  of 
each  division  of  such  sentences,  and  of  the  relations  of 
the  various  divisions,  and  through  a  steadily  increasing 
ability  to  hold  more  than  one  thought  in  the  mind  at  a 
time,  they  may  be  led  to  natural  expression.  Follow- 
ing this,  they  may  take  note  of  the  action  of  the  voice 
under  given  conditions,  and  apply  the  same,  according 
to  principle,  to  similar  passages  in  sight  reading.* 


*The  following  simple  exercises  are  beneficial  in  promoting 
flexibility  of  voice : 


. 


The  exercises  may  be  practiced  with  the  syllable  do  first,  and 
later,  with  the  vowels  in  regular  order. 

The  speaking  voice  should  have  an  octave  range,  but  the 
voices  of  pupils  should  never  be  forced  to  a  straining  point. 

Voices  can  often  be  coaxed  into  an  easier  upward  slide  by 
combining  singing  and  speaking,  thus : 


^ 


do    re    mi    do         do    re    mi    fa   sol    do  do    re     mi    fa     sol    la    te  do 


STUDIES  IN  SERIES  113 

SELECTIONS  AND   SUGGESTIVE  STUDIES 

1.  Corn,  wheat,  oats,  potatoes,  hay,  tobacco,  wool, 
and  butter  are  the  principal  agricultural  productions 
throughout  the  Central  States. 

2.  The   principal   agricultural   productions  through- 
out the  Central  States  are  corn,  wheat,  oats,  potatoes, 
hay,  tobacco,  wool,  and  butter. 

3.  A  deep,  intense,    ominous   silence    pervaded  the 
dangerous  assembly. 

4.  Extraordinary    energy,    skill,    and    perseverance 
were  shown  in  the  work. 

1.  An  enumeration  of  unmodified  words  about  which 
the  same  thing  is  said.     The  monotonous  length  of 
the  series  will  tempt  many  to  vary  the  truthful  rising 
inflection  that  says:    " These  words  present  the  parts 
of  a  whole  idea  and  each  stands  in  exactly  the  same  re- 
lation to  something  that  is  to  follow."     To  introduce 
an  occasional  falling  inflection  is  to  deceive  your  hearers 
into  a  momentary  belief  that  the  series  is  complete 
when  it  is  not,  and  to  place  upon  them  the  necessity  of 
"piecing  two  and  two  together"  as  you  read  further. 

2.  Differs  from  No.  i  in  that  the  position  of  the  series 
at  the  end  of  the  sentence  causes  the  concluding  word 
of  the  series  to  be  the  completion  of  the  thought,  and 
the  inflection  on  it  will  therefore  truthfully  be  falling 
instead  of  incomplete  as  in  No.  i. 

3.  A  series  of  modifiers,  each  bearing  the  sarnie  re- 
lation to  the  leading  word. 

4.  One  modifier,  bearing  the  same  relation  to  each 
of  a  series  of  words. 


114  TEACHING  TO  READ 

5.  The  long  voyage,  the  tedious  overland  route,  and 
the  beautiful  trip  down  the  Mississippi  would  form  the 
background  of  her  story. 

6.  The   great   burdens   he   had   borne,   the   terrible 
anxieties  and  perplexities  that  had  poisoned  his  life, 
the  peaceful  scenes  he 'had  forever  left  behind,  swept 
across  his  memory. 

7.  The  sea  carried  men,  spars,  casks,  planks,  bul- 
warks, heaps  of  such  toys,  into  the  boiling  surge. 

8.  The  whole  substance  of  the  winds  is  drenched 
and    bathed    and    washed    and    winnowed    and    sifted 
through  and  through  by  this  baptism  in  the  sea. 

9.  Richelieu  exiled  the  mother,  oppressed  the  wife, 
degraded  the  brother,  and  banished  the  confessor,  of 
the 


5.  A  series  of  subjects,  each  differently  modified. 
Read,  first,  omitting  the  modifiers. 

6.  No.  5  expressed  an  idea  about  a  series  of  modified 
words  ;  No.  6  expresses  an  idea  about  a  series  of  clauses. 

7.  A  series  in  which  the  last  unit  climactically  in- 
cludes those  that  precede  it.     Each  unit  of  the  series 
is  equally  related  to  both  what  goes  before  and  what 
comes   after.      (The  sea  carried  .  .  .  into  the   boiling 
surge.) 

8.  A  series  of  action  words  that  are  related  with 
equal  importance  both  to  what  goes  before  and  what 
comes   after.     The   presence  of  the  connecting  word 
lends  individual  importance  to  each. 

9.  A  series  of  action  words,  each  of  which  has  its 


STUDIES  IN  SERIES  115 

10.  He  that  loveth  a  good  book  will  never  want  a 
faithful  friend,  a  wholesome  counselor,  a  cheerful  com- 
panion, an  effectual  comforter.  ISAAC  BARROW 

n.  Having  decided  upon  her  course  of  action,  she 
chose  the  articles  with  feverish  haste  —  dolls,  tops, 
wagons,  carts,  books,  balls,  marbles,  toys  of  every 
description,  until  she  was  sure  there  would-be  plenty 
and  to  spare. 

12.  The  one  with  yawning  made  reply  : 

"What  have  we  seen  ?     Not  much  have  I  ! 
Trees,  meadows,  mountains,  groves,  and  streams, 
Blue  sky,  and  clouds,  and  sunny  gleams." 

The  other,  smiling,  said  the  same ; 
But,  with  face  transfigured  and  eye  of  flame : 
:<  Trees,  meadows,  mountains,  groves,  and  streams, 
Blue  sky  and  clouds  and  sunny  gleams  !" 


own  object,  and  the  objects  having  a  common  modifier 
(of  the  king).  The  coming  of  the  common  modifier 
needs  to  be  kept  in  mind  when  reading  mother,  wife,  and 
brother,  as  well  as  when  reading  confessor. 

Richelieu  (reshelyu'),    a   distinguished   French  Cardinal 
(1585-1642). 

10.  A  series  of  objects, 'each  of  which  has  its  own 
modifiers. 

Never  want  how  many  things  ?     Read,  first,  omitting 
the  modifiers.     Memorize. 

11.  Unimportant  enumeration  of  details. 

12.  Both  unimportant  and  important  enumeration  of 
details.     The  mind's  measure  of  the  parts  of  a  series 


Il6  TEACHING  TO  READ 

13.  Whither  are  the  Cherokees  to  go?  What  are 
the  benefits  of  the  change  ?  What  system  has  matured 
for  their  security  ?  What  laws  for  their  government  ? 


may  be  so  large  that  each  may  momentarily  stand  alone, 
and  a  falling  inflection  on  each  be  the  result.  Care- 
lessly the  one  says : 

" Trees,  meadows,  mountains,  groves,  and  streams, 
Blue  sky,  and  clouds,  and  sunny  gleams/' 

while  the  other,  recalling  each  beauty  with  intense 
appreciation,  that  for  a  moment  shuts  out  all  other 
scenes,  employs  the  falling  inflection,  showing  com- 
pleteness. The  hearer,  however,  is  not  deceived,  for 
the  emotional  spell  holds  him,  and  before  it  is  broken, 
a  new  idea  has  taken  the  place  of  the  old.  Thus  we 
have : 

"Trees,  meadows,  mountains,  groves,  and  streams, 
Blue  sky  and  clouds  and  sunny  gleans  '" 

Are  the  parts  of  any  of  the  preceding  series  important 
enough  to  warrant  such  separation  ? 

13.  Even  a  series  of  questions  may  take  the  falling 
inflection  when  each  question  is  equivalent  to  a  state- 
ment of  an  opposite  character. 

Read  the  series  of  questions  first  as  simple  inquiries, 
and  then  read  again  with  the  following  interpreta- 
tions : 

Whither  are  the  Cherokees  to  go  ?  (There  is  no 
place  to  which  they  can  go.) 

What  are  the  benefits  of  the  change  ?  (There  are 
no  benefits.) 


STUDIES  IN  SERIES  117 

14.  The  tourist  traveled  in  Spain,  Greece,   Egypt, 
and  Palestine. 

15.  Questions  of  right  and  wrong  should  be  settled 
without  respect  to  high  or  low,  male  or  female,  friend 
or  foe. 

16.  Anarchy   and   confusion,   poverty   and   distress, 
desolation  and  ruin  are  the  consequences  of  civil  war. 

17.  No  pain,  no  palm;    no  thorns,  no  throne;    no 
gall,  no  glory  ;   no  cross,  no  crown.  WILLIAM  PENN. 


What  system  has  matured  for  their  security  ?  (No 
system  has  matured  for  their  security.) 

What  laws  for  their  government  ?  (No  laws  [have 
matured]  for  their  government.) 

Give  each  question  the  force  of  a  convincing  con- 
trary statement. 

14.  A  series  of  leading  words  in  a  phrase. 
Read,  expressing  the  and.     What  is  the  effect  ? 

15.  A  series  of  contrasting  words  arranged  in  pairs. 
Express  the  meaning  of  the  sentence  more  briefly. 
Compare  with  No.  14.     Note  growth  in  difficulty. 

1 6.  A  series  of  pairs  of  words  of  similar  meaning. 

17.  A  series  of  balanced  ideas. 

The  semicolons  indicate  how  many  divisions  ? 

How  many  parts  to  each  division  ?  Did  the  author 
use  any  method  in  grouping  them  ?  Note  the  arrange- 
ment of  condition  and  effect. 

Do  you  suppose  the  alliteration  was  accidental  ? 

Paraphrase. 


Il8  TEACHING  TO  READ 

1 8.  The    manufactures    of  the   Central    States    are 
chiefly    agricultural   implements,  iron  castings,  steam 
engines,   and  other  machinery ;    flour   and   meal   and 
spirituous  and  malt  liquors ;   leather,  boots  and  shoes ; 
and  lumber,  carriages  and  wagons. 

19.  If  we  think  of  glory  in  the  field ;   of  wisdom  in 
the   cabinet ;     of  the    purest    patriotism ;     of   morals 
without  a  stain,  the  august  figure  of  Washington  pre- 
sents itself  as  the  personation  of  all  these  ideas. 

20.  Without   these   three   things,  —  the  prison,  the 
schools,  and  the  hearth,  —  social  order  could  not  be 
maintained  a  twelvemonth. 

21.  The  prospect  before  him  is  a  sad  one,  —  misery, 
pain,  and  death. 


1 8.  An  example  of  a  long  series  and  a  forced  attempt 
at  grouping. 

The  sentence  is  taken  from  a  geography.  The 
items  are  probably  grouped  to  make  them  easier  to 
remember. 

19-21.  These  exercises  illustrate  the  position  that  a 
series  may  occupy. 

19.  A  conditional  series,  the  leading  idea  of  each  part 
being  materially  modified,  and  the  concluding  thought 
of  the  sentence  referring  equally  to  each  part.     What 
do  the  semicolons  say  ? 

20.  An  inserted  appositional  series. 

21.  A  concluding  series. 

22.  A  series  of  independent  clauses. 


STUDIES   IN  SERIES  119 

22.  There  is  a  pleasure  in  the  pathless  woods, 
There  is  a  rapture  on  the  lonely  shore, 
There  is  society  where  none  intrudes 

By  the  deep  sea,  and  music  in  its  roar. 

Childe  Harold's  Pilgrimage  —  LORD  BYRON. 

23.  First  in  war,  first  in  peace,  and  first  in  the  hearts 
of  his  countrymen,  he  was  second  to  none  in  the  hum- 
ble and  endearing  scenes  of  private  life.     Pious,  just, 
humane,   temperate,   sincere ;    uniform,   dignified,   and 
commanding,  his  example  was  as  edifying  to  all  around 
him  as  were  the  effects  of  that  example  lasting. 

Eulogy  on  Washington  —  GENERAL  HENRY  LEE. 

24.  l  Every  young  man  is  now  a  sower  of  seed  on 
the  field  of  life.     2  The  bright  days  of  youth  are  the 


There  is  (repeated).  —  How  many  things  ?  Ans.  Four  : 
pleasure,  rapture,  society,  and  music.  --Where  ? 

What  apparent  contradiction  do  we  have  in  line  3  ? 

From  the  beautiful  apostrophe  to  the  ocean,  which  Byron 
viewed  from  Alban  Mount  in  Italy. 

23.  A  series  containing  repeated  words. 

What  is  the  difference  between  being  first,  and  being 
second  to  none? 

What  is  the  meaning  of  edifying?  Understand  the 
use  of  as  .  .  .  as. 

Long  series  are  never  monotonous  when  with  each 
succeeding  part  a  new  idea  is  presented.  How  differ- 
ent is  the  meaning  of  dignified  from  sincere,  and  of  com- 
manding from  pious  I 

24.  SENTENCE  3.     Do  not  overlook  the  force  of  the 


120  TEACHING  TO  READ 

seedtime.      3  Every   thought   of  your  intellect,   every 
emotion  of  your  heart,  every  word  of  your  tongue, 
every  principle  you  adopt,  every  act  you  perform, 
seed  whose  good  or  evil  fruit  will  be  the  bliss  or  bane  of 
your  after  life. 

25.     Beauty  is  but  a  vain  and  doubtful  good ; 
A  shining  gloss  that  fadeth  suddenly ; 
A  flower  that  dies  when  first  it  'gins  to  bud ; 
A  brittle  glass  that's  broken  presently,— 
5        A  doubtful  good,  a  gloss,  a  glass,  a  flower, 
Lost,  faded,  broken,  dead  within  the  hour. 

The  Passionate  Pilgrim  —  WILLIAM  SHAKESPEARE. 


comparison  in  the  singular  number  (is  a  seed). 
Memorize.     As  an  aid,  note : 

(a)  The  subject  with  which  each  part  of  the  series 
deals  (thoughts  ;  emotions  ;  words  ;  principles  ;   acts), 
and  the  natural  relations  expressed  (thought,  intellect; 
emotion,  heart;  etc.). 

(b)  The  ideas  between  which  each  or  offers  a  choice. 

25.  Compare  with  sentence  3,  No.  24.  No.  24  says 
that  a  number  of  things  are  one  thing;  No.  25  says 
that  one  thing  is  a  number  of  things. 

Trace  the  series  in  No.  25.  What  does  the  comma 
and  dash  after  presently  say  ? 

Find  the  ideas  of  line  5  in  lines  1-4.  The  ideas  of 
line  6  in  lines  1-4. 

Trace  the  related  parts  in  lines  5  and  6. 

Within  the  hour  is  a  repetition  of  what  ideas  in  lines 
2-4? 

Do  you  agree  that  beauty  is  a  doubtful  good? 


STUDIES  IN  SERIES  121 

26.  I  say  nothing  of  the  notorious  profligacy  of  his 
character ;    nothing  of  the  reckless  extravagance  with 
which  he  wasted  an  ample  fortune;   nothing  of  the  dis- 
gusting   intemperance    which    has    sometimes    caused 
him  to  reel  in  our  streets  ;  — but  I  aver  that  he  has  ex- 
hibited neither  probity  nor  ability  in  the  important 
office  which  he  holds. 

27.  I  have  done  my  duty;   I  stand  acquitted  to  my 
conscience    and    my    country ;     I    have    opposed    this 
measure  throughout ;    and  I  now  protest  against  it,  as 
harsh,  oppressive,  uncalled  for,  unjust;   as  establishing 
an   infamous   precedent,   by   retaliating  crime   against 
crime ;      as     tyrannous,  —  cruelly     and     vindictively 
tyrannous. 

Speech  on  the  Irish-Disturbance  Bill  —  DANIEL  O'CONNELL. 


26.  An  emphatic  general  statement  (I  aver  that  he  has 
exhibited,  etc.)  made  to  balance  a  series  of  details  in 
which  the  speaker  pretends  to  suppress  what  he  is  at 
the  very  time   mentioning.  —  /  say   nothing  .  .  .  but 
I  aver.     Meaning  of  aver? 

Determine  the  relative  value  of  the  repeated  words ; 
the  comparative  value  of  each  modifier  and  modified 
word ;  and  notice  how  neither  and  nor  point  to  probity 
and  ability. 

27.  A  good  example  of  a  series  of  emphatic  state- 
ments.    . 

Trace  the  semicolons  and  compare  the  parts.  Are 
there  six  divisions  in  the  entire  thought  or  four  divisions 
with  the  fourth,  in  turn,  made  up  of  three  ? 

Note  the  force  of  the  descriptive  words. 

Such     words     as     infamous     (in'fo  mws),     precedent 

TURNER,   TEACH.   TO   READ — 9 


122 


TEACH  1  SiJ  TO  READ 


28.  If  we  work  upon  marble,  it  will  perish  ;  if  we 
work  upon  brass,  time  will  efface  it ;  if  we  rear  temples, 
they  will  crumble  into  dust ;  but  if  we  work  upon  im- 
mortal minds,  if  we  imbue  them  with  right  principles, 
with  the  just  fear  of  God  and  love  of  our  fellow-men, 
we  engrave  on  those  tablets  something  which  will 
brighten  to  all  eternity.  DANIEL  WEBSTER. 


(precedent), retaliating  (retail  atTng),  cruelly  (kroo'el  !), 
vindictively  (vln  dik'tiv  II),  and  tyrannous  (iir'anus) 
make  good  exercises  in  pronunciation  and  articulation. 
When  placing  lists  upon  the  blackboard  for  practice, 
the  various  forms  of  the  words  may  be  included ;  as 
infamize,  infamous,  infamously,  infamousness,  infamy, 
infamies.  It  lends  variety  and  usefulness  to  the  exer- 
cise. Pupils  will  frequently  pronounce  one  form  of  a 
word  and  stumble  upon  another.  Each  form  may  be 
used  in  a  sentence. 

Daniel  O'Connell,  a  famous  Irish  patriot. 

The  Irish-Disturbance  Bill  was  an  act  introduced  in  the 
British  Parliament  for  the  purpose  of  securing  better  order 
in  Ireland. 

28.  Outlined,  the  balancing  of  the  parts  stands  thus  : 


If  we  work  upon  marble 
if  we  work  upon  brass 
if  we  rear  temples 


it  will  perish 

time  will  efface  it 

they  will  crumble  into  dust 


but 


if  \\i  \\ork  upon  immortal  minds 
with    rinht    prin- 
ciples 


if  we  imbue  them 


with  the  just  fear 

of  God 

and 
[with]  love  of  our 

fellow-men 


we  engrave  on  those  tablets  some- 
thing which  will  brighten  to  all 
eternity 


STUDIES  IN  SERIES 


123 


29.  Blessings    on    him    who    invented    sleep,  —  the 
mantle  that  covers  all  human  thoughts,  the  food  that 
appeases  hunger,  the  drink  that  quenches  thirst,  the 
fire  that  warms  cold,   the  cold  that  moderates   heat, 
and,  lastly,  the  general  coin  that  purchases  all  things, 
the  balance  and  weight  that  equals  the  shepherd  with 
the  king,  and  the  simple  with  the  wise. 

Don  Quixote  —  MIGUEL  CERVANTES. 

30.  1  Webster  could   awe   a   senate ;    Everett  could 
charm  a  college;    Choate  could  delude  a  jury;    Clay 
could  magnetize  a  senate,  and  Tom  Corwin  could  hold 


Note  not  only  the  series  of  conditional  clauses,  but 
also  the  series  of  phrases. 
Memorize.- 

29.  A  long  appositional  series,  which  is  saved  from 
monotony  by  the  introduction  of  lastly  and  the  dual 
character  of  the  last  part.     Let  the  teacher  read  the 
leading  ideas,  —  the  mantle,  food,  drink,  fire,  cold,  coin, 
balance  and  weight,  —  and  the  pupils  supply  the  modify- 
ing ideas. 

Note  that  when  the  leading  idea  of  the  last  part  is 
doubled  (balance  and  weight),  the  modifying  idea  of 
the  clause  is  also  doubled,  (that  equals  the  shepherd  with 
the  king,  and  the  simple  with  the  wise).  Note  the  con- 
trasting words. 

Paraphrase  each  part  of  the  series. 

30.  Containing  two  series,  the  second  of  which  is 
dependent  upon  the  first  for  clearness  and  force. 

SENTENCE  i.  A  series  of  independent  clauses,  followed 
by  one  opposed  statement.  Compare  with  No.  26. 


124  TEACHING  TO  READ 

a  mob  in  his  right  hand  ;  but  no  one  of  these  men  could 
do  more  than  this  one  thing.  2  The  wonder  about 
O'Connell  was  that  he  could  out-talk  Corwin,  he  could 
charm  a  college  better  than  Everett,  and  leave  Henry 
Clay  himself  far  behind  in  magnetizing  a  senate. 

Oration  on  O'Conntll  —  WENDELL  PHILLIPS. 

31.  And  what  is  so  rare  as  a  day  in  June  ? 

Then,  if  ever,  come  perfect  days ; 
Then  Heaven  tries  earth  if  it  be  in  tune, 
And  over  it  softly  her  warm  ear  lays. 

s  We   may   shut   our  eyes,   but   we   cannot   help 
knowing 


What  is  Mr.  Phillips  discussing  ?  Ans.  The  superi- 
ority of  O'Connell  as  an  orator.  Keep  that  in  mind  as 
you  read  :  but  no  one  of  these  men  could  do  more  than 
this  one  thing. 

SENTENCE  2.  Compare  the  series  with  the  series  in 
sentence  I.  --Which  orators  have  been  omitted  ? 

Trace  the  related  expressions.  Appreciate  the  sig- 
nificance underlying  words  and  expressions  ;  —  for  in- 
stance, he  could  out-talk  Corwin;  and  Corwin  could 
hold  a  mob  in  his  right  hand.  Why  did  Wendell 
Phillips  use  the  expression  out-talk  in  this  case  ?  (Be- 
cause earnest,  face-to-face  talk  is  the  style  of  oratory 
best  suited  to  soothing  lawless  disorder.) 

31.  Containing  a  long  series  of  completing  thoughts 
in  the  form  of  clauses  introduced  by  that. 

Do  not  let  the  similarity  in  the  form  of  the  sixth  line 
cause  you  to  infer  carelessly  that  the  series  begins  there. 


STUDIES  IN  SERIES  125 

That  skies  are  clear  and  grass  is  growing ; 
The  breeze  comes  whispering  in  our  ear 
^  That  dandelions  are  blossoming  near, 
That    maize    has    sprouted,    that    streams    are 

flowing, 
10  That  the  river  is  bluer  than  the  sky, 

That  the  robin  is  plastering  his  house  hard  by. 
The  Vision  of  Sir  Launfal  —  JAMES  RUSSELL  LOWELL. 

32.  1  On  looking  at  the  matter  closely,  I  perceive 
that  most  birds,  not  denominated  songsters,  have,  in 
the  spring,  some  note  or  sound  or  call  that  hints  of  a 
song,  and  answers  imperfectly  the  end  of  beauty  and 
art.  2As  a  "livelier  iris  changes  on  the  burnished 
dove,"  and  the  fancy  of  the  young  man  turns  lightly 
to  thoughts  of  his  pretty  cousin,  so  the  same  renewing 
spirit  touches  the  "silent  singers,"  and  they  are  no 
longer  dumb ;  faintly  they  lisp  the  first  syllables  of 


The  series  does  not  belong  with  knowing;  it  is  made  up 
of  the  things  that  The  breeze  comes  whispering  in  our  ear. 
Memorize. 

32.  SENTENCE  i.  Not  denominated"  songsters"  -We 
all  know  that  the  "songsters"  have  sweeter  notes  in 
the  spring ;  but  the  same  idea  concerning  non-songsters 
is  not  so  generally  remarked. 

SENTENCE  2.     "Livelier  iris:" 

In  the  Spring  a  fuller  crimson  comes  upon  the  robin's  breast ; 
In  the  Spring  the  wanton  lapwing  gets  himself  another  crest ; 

In  the  Spring  a  livelier  iris  changes  on  the  burnistid  dove; 
In  the  Spring  a  young  man's  fancy  lightly  turns  to  thoughts  of 
love.  Locksley  Hall  —  ALFRED  TENNYSON. 

Marvelous  tale.  —  Of  love. 


126  TEACHING  TO  READ 

the  marvelous  tale.  'Witness  the  clear,  sweet 
of  the  gray-crested  titmouse,  —  the  soft,  nasal  piping 
of  the  nuthatch,  —  the  amorous,  vivacious  warble  of 
the  bluebird,  —  the  long,  rich  note  of  the  meadow 
lark,  —  the  whistle  of  the  quail,  —  the  drumming  of 
the  partridge,  —  the  animation  and  lomiacity  of  the 
swallows,  and  the  like.  4  Even  the  hen  has  a  homely, 
contented  carol ;  and  I  credit  the  owls  with  a  desire 
to  fill  the  ni^ht  u  ith  music.  6  All  birds  are  incipient 
or  would-be  songsters  in  the  spring. 

Wake-Robin  —  JOHN  BURROUGHS. 

33.          O  for  boyhood's  painless  plav. 

Sleep  that  wakes  in  laughing  day, 
Health  that  mocks  the  doctor9!  mles, 
Knowledge  never  learned  of  schools, 
s  Of  the  wild  bee's  morning  chase, 
Of  the  wild-flower's  time  and  place, 
Hiizhr  of  fowl  and  habitude 
Of  the  tenants  of  the  wood  ; 
How  the  tortoise  bears  his  shell, 


SENTENCE  3.  Notice  that  the  author  uses  not  only  a 
comma  to  separate  the  parts  of  his  series,  but  also  a 
il.ish.  The  double  mark  s.i  "You  will  need  more 
than  the  usual  time  to  consider  these  illustrations,  for 
you  see  it  will  take*  a  moment  to  recall  the  sounds." 
Try  to  feel  the  differences  conveyed  by  such  words  as 
soft,  vivacious,  long  rich  note,  whist  It,  drumming,  and 
animation,  and  try  to  express  the  idea  when  reading. 

Are  any  of  these  birds  denominated  "songsters 

SENTENCE  4.  Have  you  ever  noticed  the  homely,  con- 
tented  carol  of  the  hen  ? 

Do  we  hear  the  owls  more  often  in  the  spring? 


STUDIES  IN  SERIES  127 

10  How  the  woodchuck  digs  his  cell, 

And  the  ground  mole  sinks  his  well ; 

How  the  robin  feeds  her  young, 

How  the  oriole's  nest  is  hung ; 

Where  the  whitest  lilies  blow, 
15  Where  the  freshest  berries  grow, 

Where  the  groundnut  trails  its  vine, 

Where  the  wood  grape's  clusters  shine ; 

Of  the  black  wasp's  cunning  way, 

Mason  of  his  walls  of  clay, 
20  And  the  architectural  plans 

Of  gray  hornet  artisans  !  — 

For,  eschewing  books  and  tasks, 

Nature  answers  all  he  asks ; 

Hand  in  hand  with  her  he  walks, 
25  Face  to  face  with  her  he  talks, 

Part  and  parcel  of  her  joy,  - 

Blessings  on  the  barefoot  boy  ! 

fhe  Barefoot  Boy  —  JOHN  GREENLEAF  WHITTIER. 


33.  0  for  .  .  .  play,  sleep,  health,  knowledge.  —  A 
series  of  variously  modified  words,  carrying  us  to  line 
9,  and  including  a  second  series  regarding  knowledge. 

Of  the  wild  bee's  morning  chase, 
Of  the  wild-flower's  time  and  place, 
[Of  the]  Flight  of  fowl  and   [of  the]    habitude   of  the 
tenants  of  the  wood. 

Opinions  may  differ  regarding  the  grouping  of  the 
next  series,  but  see  to  it  that  each  pupil  has  an  opinion. 
One  may  think  .that  all  these  hows  and  wheres  are 
further  modifying  ideas  of  knowledge  and  that  of  is 
understood.  Another  may  think  the  series  beginning 
with  How  is  explanatory  of  the  habitude  of  the  tenants 
of  the  wood,  and  may  see  in  the  first  four  lines  beginning 


128  TEACHING  TO  READ 

34.  1  One  may  judge  of  the  spirits  and  disposition 
of  a  man  by  his  ordinary  gait  and  mien  in  walking. 
2  He  who  habitually  pursues  abstract  thought,  looks 
down  on  the  ground.  3  He  who  is  accustomed  to  sud- 
den impulses,  looks  up  with  a  kind  of  jerk.  4  He  who 
is  a  steady,  cautious,  merely  practical  man,  walks  on 
deliberately,  his  eyes  straight  before  him.  6  But  the 
man  of  pushing,  lively  temperament,  who,  though 
practical,  is  yet  speculative,  walks  with  a  spring,  - 
his  port  has  something  of  defiance  —  his  form -is  erect, 
but  without  stiffness. 

My  Novel  —  SIR  EDWARD  BULWER-LYTTON. 

with  Where  a  series  explanatory  of  the  wild-flower's  time 
and  place. 

A  study  of  the  punctuation  shows  us  that  Mr. 
Whittier  himself  divides  the  series  into  groups  (note 
semicolons).  Study  his  grouping  of  the  first  twenty- 
one  lines.  Observe  how  the  general  subjects  of  the 
groups  differ:  lines  9-11,  animals;  12,  13,  birds; 
14-17,  flowers  and  fruit;  18-21,  wasps  and  hornets. 
This  grouping  lends  variety  to  thirteen  lines  which, 
without  it,  would  grow  monotonous. 

Explain  lines  9,  10,  u,  13,  19,  24. 

Meaning  of  architectural  plans  ?  Artisans  ?  Part  and 
parcel? 

Eschewing,  avoiding  as  distasteful. 

34.  A  series  of  sentences. 

35.  As  spoken  by  Jacques,  one  of  the  attendants  of  the 
banished  Duke,  dunng  the  dinner  scene  in  the  forest. 

How  many  parts  has  the  series  ? 

Explain  the  meaning  of  all  unusual  expressions. 


STUDIES  IN  SERIES  129 

35.    THE   SEVEN  AGES  OF  MAN 
From  As  You  Like  It.     Act  II.     Scene  VII. 

1  All  the  world's  a  stage, 
And  all  the  men  and  women  merely  players ; 
They  have  their  exits  and  their  entrances, 
And  one  man  in  his  time  plays  many  parts, 

s  His  acts  being  seven  ages.     2  At  first  the  infant, 
Mewling  and  puking  in  the  nurse's  arms ; 
Then  the  whining  schoolboy,  with  his  satchel 
And  shining  morning  face,  creeping  like  snail 
Unwillingly  to  school ;   and  then  the  lover, 

10  Sighing  like  furnace,  with  a  woeful  ballad 
Made  to  his  mistress'  eyebrow ;  then  a  soldier, 
Full  of  strange  oaths  and  bearded  like  the  pard, 
Jealous  in  honor,  sudden  and  quick  in  quarrel, 
Seeking  the  bubble  reputation 

15  Even  in  the  cannon's  mouth  ;   and  then  the  justice, 
In  fair  round  belly  with  good  capon  lin'd, 
With  eyes  severe  and  beard  of  formal  cut, 
Full  of  wise  saws  and  modern  instances  ; 
And  so  he  plays  his  part.     3  The  sixth  age  shifts 

20  Into  the  lean  and  slipper'd  pantaloon, 
With  spectacles  on  nose  and  pouch  on  side, 
His  youthful  hose  well  sav'd,  a  world  too  wide 
For  his  shrunk  shank ;   and  his  big  manly  voice, 
Turning  again  toward  childish  treble,  pipes 

25  And  whistles  in  his  sound.     4  Last  scene  of  all, 
That  ends  this  strange  eventful  history, 
Is  second  childishness  and  mere  oblivion, 
Sans  teeth,  sans  eyes,  sans  taste,  sans  every  thing. 

.  WILLIAM  SHAKESPEARE. 


Sans,  without ;   deprived  or  destitute  of. 
Saws,  sayings;  proverbs;  maxims. 


130  TEACHING    TO  READ 


36.    THE  NATURE  OF  TRUE   ELOQUENCE 

From  a  Discourse  on  the  Lives  and  Services  of  Adams  and  Jefferson. 
Faneuil  Hall,  Boston,  Aug.  2,  1826. 

1  True  eloquence,  indeed,  does  not  consist  in  speech. 
2  It  cannot  be  brought  from  far.  3  Labor  and  learning 
may  toil  for  it,  but  they  will  toil  in  vain.  4  Words  and 
phrases  may  be  marshalled  in  every  way,  but  they 
cannot  compass  it.  5  It  must  exist  in  the  man,  in  the 
subject,  and  in  the  occasion.  6  Affected  passion,  in- 
tense expression,  the  pomp  of  declamation,  all  may 
aspire  to  it ;  they  cannot  reach  it.  7  It  comes,  -if  it 
come  at  all,  like  the  outbreaking  of  a  fountain  from 
the  earth,  or  the  bursting  forth  of  volcanic  fires,  with 
spontaneous,  original,  native  force.  8  The  graces  taught 
in  the  schools,  the  costly  ornaments  and  studied  con- 
trivances of  speech,  shock  and  disgust  men,  when  their 
own  lives,  and  the  fate  of  their  wives,  their  children, 
and  their  country,  hang  on  the  decision,  of  the  hour. 
9  Then  words  have  lost  their  power,  rhetoric  is  vain, 
and  all  elaborate  oratory  contemptible.  10  Even  genius 
itself  then  feels  rebuked  and  subdued,  as  in  the  presence 
of  higher  qualities.  n  Then  patriotism  is  eloquent ; 
then  self-devotion  is  eloquent.  12  The  clear  conception, 
outrunning  the  deductions  of  logic,  the  high  purpose, 
the  firm  resolve,  the  dauntless  spirit,  speaking  on  t he- 
tongue,  beaming  from  the  eye,  informing  every  feature, 
and  urging  the  whole  man  onward,  right  onward  to  his 
object,  —  this,  this  is  eloquence ;  or  rather,  it  is  some- 
thing greater  and  higher  than  all  eloquence;  —  it  is 
action,  noble,  sublime,  godlike  action. 

DANIEL  WEBSTER. 


36.  Speaking  of  the  great  eloquence  of  John  Adams, 
and  to  justify  his  praise,  Mr.  Webster  gives  his  own 
idea  of  true  eloquence. 


STUDIES  IN  SERIES 


131 


Make  a  separate  study  of  each  sentence  and  note 
the  wide  variety  in  construction. 

How  many  pupils  will  notice  that  the  subject  lies 
in  both  eloquence  and  true?  (True  opposed  to  false.) 
That  labor  and  learning  (sentence  3),  and  words  and 
phrases  (4)  are  of  equal  thought  value  ? 

Compare  the  construction  of  sentences  3  and  4. 

SENTENCE  5.     A  series  of  modifying  phrases. 

SENTENCE  6.     A  series  of  modified  words. 

What  is  meant  by  affected  passion?  Intense  expres- 
sion? Pomp  of  declamation?  Notice  the  omission  of 
but.  What  is  gained  by  it  ? 

SENTENCE  7.  With  what  does  with  spontaneous,  orig- 
inal^ native  force  belong  ? 

SENTENCE  9.  A  series  of  independent  clauses,  having 
what  word  in  common  ? 

Paraphrase  each  part.      Then.  --  When  ? 

SENTENCE  10.  What  is  the  meaning  of  genius? 
Paraphrase. 

SENTENCE  n.  Why  are  patriotism  and  self-devotion 
eloquent  ? 

If  to  genius  were  joined  patriotism  and  self-devotion^ 
what  would  be  the  effect  ? 

Then.  —  When  ? 

SENTENCE  12.  Trace  the  first  series/  Will  anyone 
read  outrunning  the  deductions  of  logic  as  though  it 
were  a  separate  part  of  the  series  instead  of  a  modify- 
ing idea  of  The  clear  conception? 

Illustrate  how  one  might  have  a  clear  conception 
that  would  outrun  the  deductions  of  logic. 

Trace  the  second  series.  Does  it  belong  with  the 
dauntless  spirit  or  with  all  the  parts  of  the  first  series  ? 


132  TEACHING  TO  READ 

37.  BEHIND  TIME 

A  railroad  train  was  rushing  along  at  almost  light- 
ning speed.  A  curve  was  just- ahead,  beyond  which 
was  a  station,  at  which  two  trains  usually  met.  The 
conductor  was  late,  so  late  that  the  period  during  which 
the  up-train  was  to  wait  had  nearly  elapsed ;  but  he 
hoped  yet  to  pass  the  curve  safely.  Suddenly  a  loco- 
motive dashed  into  sight  right  ahead.  In  an  instant 
there  was  a  collision.  A  shriek,  a  shock,  and  fifty 
souls  were  in  eternity;  and  all  because  an  engineer 
had  been  behind  time. 

A  great  battle  was  going  on.  Column  after  column 
had  been  precipitated,  for  eight  hours,  on  the  enemy 
posted  on  the  ridge  of  a  hill.  The  summer  sun  was 
sinking  to  the  west ;  reinforcements  for  the  obstinate 
defenders  were  already  in  sight.  It  was  necessarv  t<> 
carry  the  position  with  one  final  charge,  or  everything 
would  be  lost. 

A  powerful  corps  had  been  summoned  from  across 
the  country,  and  if  it  came  in  season  all  would  yet  be 
right.  The  great  conqueror,  confident  in  its  arrival, 
formed  his  reserve  into  an  attacking  column,  and  led 
them  down  the  hill.  The  world  knows  the  result. 
Grouchy  failed  to  appear;  the  Imperial  Guard  was 
beaten  back ;  Waterloo  was  lost ;  Napoleon  died  a 
prisoner  at  St.  Helena,  because  one  of  his  marshals 
was  behind  time. 


What  is  gained  by  repeating  onward?  Why  did  the 
orator  repeat  this? 

Trace  the  parts  separated  by  the  semicolon.  By  the 
semicolon  and  dash. 

To  what  does  it  refer  ?     This? 

37.  A  series  of  illustrations. 


STUDIES  IN  SERIES  133 

A  leading  firm  in  commercial  circles  had  long 
struggled  against  bankruptcy.  As  it  had  large  sums 
of  money  in  California,  it  expected  remittances  by  a 
certain  day ;  and  if  they  arrived,  its  credit,  its  honor, 
and  its  future  prosperity  would  be  preserved.  But 
week  after  week  elapsed  without  bringing  the  gold. 

At  last  came  the  fatal  day  on  which  the  firm  was 
bound  to  meet  bills  which  had  been  maturing  to  enor- 
mous amounts.  The  steamer  was  telegraphed  at  day- 
break ;  but  it  was  found,  on  inquiry,  that  she  brought  no 
funds,  and  the  house  failed.  The  next  arrival  brought 
nearly  half  a  million  to  the  insolvents,  but  it  was  too 
late ;  they  were  ruined  because  their  agent,  in  remitting 
the  money,  had  been  behind  time. 

A  condemned  man  was  led  out  for  execution.  He 
had  taken  human  life,  but  under  circumstances  of  the 
greatest  provocation ;  and  public  sympathy  was  active 
in  his  behalf.  Thousands  had  signed  petitions  for  a 
reprieve ;  a  favorable  answer  had  been  expected  the 
night  before,  and  though  it  had  not  come,  even  the 
sheriff  felt  confident  that  it  would  yet  arrive.  Thus 
the  morning  passed  without  the  appearance  of  the 
messenger.  The  last  moment  was  up. 

The  prisoner  took  his  place  on  the  drop,  the  cap  was 
drawn  over  his  eyes,  the  bolt  was  drawn,  and  a  lifeless 
body  hung  suspended  in  the  air.  Just  at  that  moment 
a  horseman  came  into  sight,  galloping  down  hill,  his 
steed  covered  with  foam.  He  carried  a  packet  in  his 
right  hand,  which  he  waved  frantically  to  the  crowd. 
He  was  the  express  rider  with  the  reprieve ;  but  he  came 
too  late.  A  comparatively  innocent  man  had  died  an 
ignominious  death,  because  a  watch  had  been  five 
minutes  too  slow,  making  its  bearer  arrive  behind  time. 

It  is  continually  so  in  life.  The  best-laid  plans,  the 
most  important  affairs,  the  fortunes  of  individuals, 
the  weal  of  nations,  honor,  happiness,  life  .itself,  are 
daily  sacrificed  because  somebody  is  "behind  time." 
There  are  men  who  always  fail  in  whatever  they  under- 


134  TEACHING  TO  READ 

take,  simply  because  they  are  "behind  time."  There 
are  others  who  put  off  reformation  year  by  year,  till 
death  seizes  them,  and  they  perish  unrepentant,  be- 
cause forever  "behind  time." 

Five  minutes,  in  a  crisis,  are  worth  years.  It  is 
but  a  little  period,  yet  it  has  often  saved  a  fortune,  or 
redeemed  a  people.  If  there  is  one  virtue  that  should 
be  cultivated  more  than  another,  it  is  punctuality ; 
if  there  is  one  error  that  should  be  avoided,  it  is  being 
"behind  time."  FREEMAN  HUNT.' 


38.    THE  LANDING  OF  THE  PILGRIMS 

From  the  Discourse  delivered  at  Plymouth,  Dec.  22,  1820,  Com- 
memorating the  Landing  o]  the  Puritans  in  1620. 

1  We  have  come  to  this  Rock,  to  record  here  our 
homage  for  our  Pilgrim  fathers;  our  sympathy  in 
their  sufferings ;  pur  gratitude  for  their  labors ;  our 
;ulmiration  of  their  virtues;  our  veneration  for  their 
|m  t\  and  our  attachment  to  those  principles  of  civil 
and  religious  liberty,  which  they  encountered  the 
dangers  of  the  ocean,  the  storms  of  heaven,  the  violence 
of  savages,  disease,  exile,  and  famine,  to  enjoy  and  to 
establish.  2  And  we  would  leave  here,  also,  for  t  he- 
generations  which  are  rising  up  rapidly  to  fill  our  places, 
some  proof  that  we  have  endeavored  to  transmit  the 
great  inheritance  unimpaired ;  that  in  our  estimate  of 
public  principles  and  private  virtue,  in  our  veneration 
of  religion  and  piety,  in  our  devotion  to  civil  and  re- 
ligious liberty,  in  our  regard  for  whatever  advances 
human  knowledge  or  improves  human  happiness,  we 
are  not  altogether  unworthy  of  our  origin. 

1  There  is  a  local  feeling  connected  with  this  occasion 
too  strong  to  be  resisted ;  a  sort  of  genius  of  the  place  y 
which  inspires  and  awes  us.  2  We  feel  that  we  are  on 
the  spot  where  the  first  scene  of  our  history  was  laid ; 
where  the  hearths  and  altars  of  New  England  were 


STUDIES  IN  SERIES  135 

first  placed  ;  where  Christianity,  and  civilization,  and 
letters  made  their  first  lodgment,  in  a  vast  extent  of 
country,  covered  with  a  wilderness,  and  peopled  by 
roving  barbarians.  3  We  are  here,  at  the  season  of  the 
year  at  which  the  event  took  place.  4  The  imagination 
irresistibly  and  rapidly  draws  around  us  the  principal 
features  and  the  leading  characters  in  the  original 
scene.  5  We  cast  our  eyes  abroad  on  the  ocean,  and 
we  see  where  the  little  bark,  with  the  interesting  group 
upon  its  deck,  made  its  slow  progress  to  the  shore. 
6  We  look  around  us,  and  behold  the  hills  and  prom- 
ontories where  the  anxious  eyes  of  our  fathers  first 
saw  the  places  of  habitation  and  of  rest.  7  We  feel 
the  cold  which  benumbed,  and  listen  to  the  winds 
which  pierced  them.  8  Beneath  us  is  the  Rock,  on 
which  New  England  received  the  feet  of  the  Pilgrims. 

9  We  seem  even  to  behold  them,  as  they  struggle  with 
the  elements,  and,  with  toilsome  efforts,  gain  the  shore. 

10  We  listen  to  the  chiefs  in  council ;   we  see  the  unex- 
ampled exhibition  of  female  fortitude  and  resignation ; 
we  hear  the  whisperings  of  youthful  impatience,  and 
we  see,  what  a  painter  of  our  own  has  also  represented 
by  his  pencil,  chilled  and  shivering  childhood,  houseless, 
but  for  a  mother's  arms,  couchless,  but  for  a  mother's 
breast,  till  our  own  blood  almost  freezes.     n  The  mild 
dignity  of  Carver  and  of  Bradford ;    the  decisive  and 

38.    Hi.   SENTENCE  I.    This  Rock.  —  Plymouth  Rock. 
If 2.  SENTENCE  3.    The  season  of  the  year.  —  December. 

SENTENCE  10.  A  painter  of  our  own.-  "The  Landing 
of  the  Pilgrims,"  by  Henry  Sargent  of  Boston.  It  is  the 
painting  that  "represents  the  principal  personages  of  the 
company  at  the  moment  of  landing,  with  the  Indian  Samo- 
set  who  approaches  them  with  a  friendly  welcome." 

SENTENCE  n.  Carver;  Bradford.  —  Governors.     Standish. 
-In  charge  of  military  affairs.     Brewster.  —  In  charge  of 
the  church.     4llerton.—The  business  man  of  the  Colony. 


136  TEACHING  TO  READ 

soldier-like  air  and  manner  of  Standish ;  the  devout 
Brewster;  the  enterprising  Allerton ;  the  gei 
firmness  and  thoughtfulness  of  the  whole  band;  tlu-ir 
conscious  joy  for  dangers  escaped  ;  their  deep  solicitude 
about  dangers  to  come ;  their  trust  in  Heaven ;  their 
high  religious  faith,  full  of  confidence  and  anticipation  ; 
all  of  these  seem  to  belong  to  this  place,  and  to  be 
present  upon  this  occasion,  to  fill  us  with  reverence, 
and  admiration.  DANIEL  WEBSTER. 

Reread,  applying  your  knowledge  regarding  Series : 
Chap.      I,  Nos.  5,  6,  13,  15,  23,  24,  31,  32. 
Chap.    II,  Nos.  27,  31,  35. 
Chap.  Ill,  Nos.  5,  6,  14,  18,  26. 
Chap.  IV,  Nos.  18,   23,  25. 

t 

SUGGESTIVE  QUESTIONS  FOR  WRITTEN  REVIEW 

1.  What  is  a  series  ?    Quote  an  example  of  a  series 
of  words ;  of  phrases ;   of  clauses ;   of  short  sentences. 

2.  Quote  an  example  of  an  introductory  series ;    a 
concluding  series ;  an  inserted  series. 

3.  (No.  12.)  Explain  the  difference,  from  the  read- 
ing standpoint,  between  stanzas  i  and  2. 

4.  (No.  30.)   Paraphrase  could  awe  a  senate ;  charm  a 
college;  delude  a  jury;  magnetize  a  senate. 

5.  (No.  3 1 .)   Quote  the  series. 

6.  (No.  32.)  (a)  What  does    the  comma  and  dash 
(sentence    3)    say  ?      (b)    Define    denominated,    livelier 
iris. 

7.  (No.  33.)  Does  the  poet  use  any  method  of  group- 
ing the  ideas  in  the  parts  of  the  series  in  lines  0-21  ? 

8.  (No.  38.)   If  i.    Sentence  i.      Quote    tne    series 
within  the  series. 

9.  (No.  38.)  fi.    Sentence  2.    We  are  not  altogether 
unworthy  of  our  origin  in  how  many  and  what  things  ? 

10.  (No.  38.)   ^[2.    Sentence  u.     How    many    and 
what  things  "  seem  to  belong  to  this  place  "  ? 


CHAPTER  VI 
STUDIES  IN  CONTRAST 

The  placing  of  thoughts  of  opposite  or  contrasting 
meaning  in  juxtaposition  is  one  of  the  methods  em- 
ployed by  writers  for  the  enhancing  of  effects.  In  its 
most  striking  form,  there  is  close  resemblance  between 
the  opposed  thoughts  in  both  language  and  construc- 
tion (see  No.  23),  but  many  degrees  of  variation  are  to 
be  found. 

Studies  in  contrast  are,  therefore,  studies  of  two 
balanced  ideas  each  of  which  gains  prominence  by  the 
presence  of  the  other.  A  groat  (No.  i)  is  very  small 
beside  a  thousand  pounds,  and  the  thousand  pounds  is 
very  large  beside  the  groat.  Each  gains  through  the 
presence  of  the  other.  The  presence  of  both  must 
therefore  be  kept  in  mind.  Hence  the  instruction  be- 
comes, Get  Both  Thoughts ;  Hold  Both  Thoughts ; 
and  Strive  to  Express  the  Fullness  of  Both  Thoughts 
in  their  relation  to  each  other. 

The  opposition  or  contrast  may  be  found  in  a  single 
sentence,  or  it  may  form  the  subject  material  of  many 
sentences  or  paragraphs.  It  may  require  the  balanc- 
ing of  only  two  words  (3) ;  it  may  balance  several  sets 
of  words  (16) ;  it  may  find  expression  in  parts  of  words 
(19) ;  or  it  may  lie  between  phrases,  clauses,  sentences, 
groups  of  sentences,  or  paragraphs.  Authors  recognize 
in  it  the  most  effective  method  for  stating  comparisons 

TURNER,   TEACH.    TO    READ IO        137 


138  TEACHING  TO  READ 

(14) ;  it  is  used  widely  in  drawing  parallels  between 
persons,  characters,  or  objects  that  resemble  each  other 
in  reality  or  appearance  (34) ;  and  much  of  tru 
of  our  literature  finds  expression  after  this  manner. 
Hence  the  advisability  of  giving  it  separate  and  special 
attention. 

PEDAGOGICAL  INTRODUCTION 

Contrasted  thoughts  resting  upon  balanced  words 
oftentimes  find  most  effective  expression  through  con- 
trasted inflections.  Nothing  is  gained  by  withholding 
this  definite  information  from  the  pupil,  and  much  may 
be  gained  by  a  knowledge  of  it.  The  value  of  con- 
trasted inflections  will  be  readily  appreciated  in  the 
following,  particularly  if  the  first  illustration  be  read 
without  them,  as  indicated,  and  the  second,  with  them. 

As  unto  the  bow  the  cord  is, 
So  unto  the  man  is  woman ; 
Though  she  bends  him,  she  obeys  him, 
Though  she  draws  him,  yet  she  follows ; 
Useless  each  without  the  other. 

As  unto  the  bow  the  cord  is, 
So  unto  the  man  is  woman ; 
Though  she  bends  him,  she  obeys  him, 
Though  she  draws  him,  yet  she  follows; 
Useless  each  without  the  other. 

Contrasting  thoughts  do  not,  however,  always  ex- 
press themselves  through  first  the  rising  and  then  the 
tailing  inflections.  If  the  first  thought  is  an  affirma- 
tive statement  and  the  second  a  negative  statement, 


STUDIES  IN  CONTRAST  139 

the  opposite  will  be  the  result ;   as  in  the  following : 
I  said  an  elder  soldier,  not  a  better. 

When  reading  contrasted  descriptions  of  nature, 
people,  places,  emotions,  scenery,  etc.,  —  particularly 
when  they  are  long  and  the  contrast  is  not  dependent 
upon  the  balancing  of  single  words,  but  distributed 
through  phrases,  sentences,  or  paragraphs,  —  it  is  help- 
ful to  know  and  to  remember  that  bright,  cheerful, 
happy  thoughts  bend  the  voice  upward,  while  sadness 
and  gloom  weigh  it  downward. 

This  will  readily  be  appreciated  in  the  picturing  of 
the  meeting  with  the  old  mother,  in  Riley's  "After- 
whiles": 

How  we'll  greet  the  dear  old  smile, 
And  the  warm  tears  —  afterwhile  ! 

A  rising  wave  on  smile  will  help  us  to  paint  a  tender 
gladness  that  a  falling  one  would  kill;  while  a  pre- 
dominating downward  movement  on  warm  tears  can 
blend  with  that  idea  a  loving  tone  color  entirely  lack- 
ing when  the  simple  rising  inflections  are  used.  Try  it 
and  see. 

However,  to  know  this  avails  us  little  if  we  are  un- 
able to  execute  it,  and  a  noticeable  number  of  untrained 
pupils  are  unable  to  do  so.  Some  are  unable  even  to 
imitate  the  inflections  given  by  the  teacher.  Indeed, 
I  have  found  many  teachers  unable  to  give  contrasting 
inflections  without  considerable  practice;  and  an  oc- 
casional person  who,  through  defective  hearing,  could 
not  learn  to  do  so  with  any  degree  of  reliability. 

Some  of  the  simple  exercises  tending  toward  voice 


140  TEACHING  TO  READ 

control  will,  in  general,  prove  noticeably  beneficial.* 
To  read  as  we  talk  is  a  rule  of  small  value  when 
studying  subjects  like  this.  Speech  melody  is  too 
largely  influenced  by  nationality,  association,  disposi- 
tion, and  habits.  Even  the  American  child  from  the 
so-called  "good  home"  often  comes  to  us  full  of  quick, 
nervous,  jerky,  rising  inflections;  slow,  heavy  drawls; 
or  affected  slides,  that  are  the  result  of  a  fancied  im- 
itation. 

To  tell  the  pupils  to  read  as  they  talk,  and  then  give 
them  material  to  read,  the  construction  of  which  is 
widely  different  from  the  construction  of  their  con- 
versation, is  to  leave  an  unbridged  space  between  the 
known  and  the  unknown.  This  subject  will  be  dealt 
with  more  fully  under  Studies  in  Continuous  Thinking, 
but  it  deserves  mention  here  because  a  large  part  of 
our  contrastive  material  is  the  product  of  careful  ar- 
rangement by  literary  artists,  and  vastly  different  from 
the  conversation  of  boys  and  girls,  both  as  to  quality  and 
structure.  It  deals  as  a  rule  with  finished  periods,  and 
the  parts  are  often  long  and  involved.  Careful  anal\  MS 
of  the  thought  is  the  only  method  that  will  lead  to 
complete  understanding  and  intelligent  interpretation. 

*  Pronounce  the  syllable  do  with  a  simple  rising  inflection; 
with  a  falling  inflection ;  with  the  circumflex  ^-/. 

Pronounce  the  vowels  with  simple  rising  inflections. 
With  falling  inflections.  With  the  circumflex. 

Pronounce  each  vowel  with  first  the  rising  and  then  the 
falling  inflection  and  then  the  circumflex. 

Concert  work  should  not  include  so  many  pupils  that  in- 
dividual voices  and  individual  needs  cannot  be  detected. 


STUDIES  IN  CONTRAST  141 

SELECTIONS  AND  SUGGESTIVE  STUDIES 

1.  Asked  for  a  groat,  he  gives  a  thousand  pounds. 

2.  He  spoke  for  the  prisoner,  not  against  him. 

3.  I  said  an  elder  soldier,  not  a  better. 

Julius  Casar.    Act  IV.     Scene  III  —  WILLIAM  SHAKESPEARE. 

4.  The  crime  makes  the  shame,  not  the  scaffold. 

CHARLOTTE  CORDAY. 

5.  Then  I  believed  you;  now  I  do  not. 

6.  Good    words    make    friends  ;     bad    words    make 
enemies.  SIR  MATTHEW  HALE. 

7.  Applause  is  the  spur  of  noble  minds,  but  the  end 
of  weak  ones. 

8.  I  had  rather  be  the  first  man  in  that  little  Iberian 
village  than  the  second  in  Rome.  JULIUS 


9.  They  thought  that  their  exactness  in  one  thing 
would  atone  for  their  negligence  in  another. 


1-4.  Contrasts  containing  one  set  of  balanced  ideas. 
i.  Simple  contrast  between  condition  and  result. 

2-4.  Affirmation  preceding  negation.   (See  page  138.) 

5-15.  Each  sentence  contains  two  balanced  or  con- 
trasted ideas. 

Then  -  -  now  ---  I  believed  you  -  -  I  do  not 
good  words  -  -  bad  words  ---  friends  -  -  enemies 

spur  -  -  end  ---  noble  minds  -  -  weak  ones 
soiling  -  -  make  clean  ---  another  -  -  one's  self  (13) 


142  TEACHING  TO  READ 

10.  It  is  not  the  greatness  of  man's  means  that  makes 
him  independent,  so  much  as  the  smallness  of  his  wants. 

1 1 .  Great  men  begin  enterprises,  because  they  think 
them  great ;   and  fools,  because  they  think  them  easy. 

12.  He  returned  from  the  university  with  a  store  of 
learning  that   might  have  puzzled   a  doctor,   and   an 
amount  of  ignorance  of  which  a  schoolboy  would  have 
been  ashamed. 

13.  Soiling  another,  Annie,  will  never  make  one's  self 

clean.  j-^  Grandmother  —  ALFRED  TENNYSON. 

14.  But  yesterday  the  word  of  Caesar  might 

Have  stood  against  the  world  ;  now  lies  he  there, 
And  none  so  poor  to  do  him  reverence. 
Julius  Cffsar.     Aci  III.     Scent  11  —  WILLIAM  SHAKESPEARE. 

15.  I  should  infinitely  rather  feel  myself  the  most 
miserable  wretch  on  the  face  of  the  earth,  with  a  God 
above,  than  the  highest  type  of  man  standing  alone. 

ALFRED  TENNYSON. 

1 6.  He  raised  a  mortal  to  the  skies ; 
She  drew  an  angel  down. 

Alexander's  Feast  —  JOHN  DRYDBN. 


14.  But,  only.     Catch  the  sharp  contrast   between 
yesterday  and  now. 

The  contrast  of  conditions  between  yesterday  and 
now  is  expressed  in  figurative  language.  Try  to  re.ili/t 
the  strength  of  the  tribute  that  placed  the  strength  of 
one  man's  word  against  the  world. 

15.  What    balances    highest    type    of   man?     What 
balances  with  a  God  above? 


STUDIES  IN  CONTRAST  143 

17.  The  difference  between  a  madman  arid  a  fool  is, 
that  the  former  reasons  justly  from  false  data;    the 
latter,  erroneously  from  just  data. 

1 8.  Name  to  me  an  animal,  though  ever  so  skillful, 
that  I  cannot  imitate.     So  bragged  the  Ape  to  the  Fox. 
But  the  Fox  replied  :    And  do  thou  name  to  me  an 
animal  so  humble  as  to  think  of  imitating  thee. 

The  Ape  and  the  Fox  —  GOTTHOLD  EPHRAIM  LESSING. 

19.  He  is  no  wise  man  that  will  quit  a  certainty  for 
an  uncertainty.  Thf  Mer  _  SAMUEL  JoHNSON. 

20.  The  sunny  morning  and  the  gloomy  midnight, 
the  bleak  winter  and  the  balmy  spring,  alike  speak  to 
us  of  the  Creator's  power. 

16.  Three  sets  of  opposed  or  contrasted  ideas. 

He     raised  to  the  skies     a  mortal 
She          drew  down  an  angel 

17.  Three  sets,  —  four,  if  we  include  former  and  latter. 

madman  -  -  fool 
former  -  -  latter 

reasons  justly  -  -  from  false  data 
reasons  erroneously  -  -  from  just  data 

1 8.  Distinguish  between  the  parts  balanced  by  em- 
phasis and  those  balanced  by  contrast : 

(You) do  thou 

name  to  me  name  to  me 

an  animal  though  ever  so  skillful  -  -  an  animal  so  humble 

that  I  thee 

cannot  imitate  to  think  of  imitating 

19.  Contrast  shown  in  accent  and  related  word-forms. 

20.  Grouping  of  contrasted  parts. 


144  TEACHING  TO  READ 

21.  Rich  and  poor,  high  and  low,  good  and  bad,  gave 
testimony  to  his  worth. 

22.  To  have  and  to  hold,  for  better  for  worse,  for 
richer  for  poorer,  in  sickness  and  in  health,  to  love  and 
to  cherish. 

23.  When  we  are,  death  is  not;  and  when  death  is,  we 
are  not-  Tristram  Shandy  —  LAURENCE  STERNE. 

24.  Socrates  used  to  say  that  other  men  lived  in 
order  that  they  might  eat,  but  that  he  ate  in  order  that 
he  might  live. 

25.  Swans  sing  before  they  die ;  't  were  no  bad  thing 
Should  certain  persons  die  before  they  sing. 

26.  After  I  had  resided  at  college  seven  years,  my 
father  died  and  left  me  —  his  blessing. 


21.  The  same,  lengthened  to  series. 

22.  Are  all  of  these  parts  contrastive  ? 

23.  24.  Striking  forms  of  antithesis,  because  of  the 
close  resemblance  in  both  language  and  structure. 

Resemblance  in  language  and  structure  frequently 
leads  one  to  infer  that  there  is  a  contrast  when  none 
exists  ;  —  for  example : 

Nations  are  proud  of  their  antiquity,  and  individuals  of 
their  ancestry. 

25.  It  is  estimated  that  eight  tenths  of  all  the  wit, 
ancient   and   modern,   now  existing  in   the  world,   is 
based  on  antithesis. 

26.  Contrast  implied. 


STUDIES  IN  CONTRAST  145 

27.  To  one  who  said,  "I  do  not  believe  there  is  an 
honest  man  in  the  world,"  another  replied,  "It  is  im- 
possible that   any  one  man   should   know  the  whole 
world,   but  it  is   quite  possible  that  one  may   know 
himself." 

28.  "Our    enemies    are    before    us,"    exclaimed    the 
Spartans  at  Thermopylae.     "And  we  are  before  them," 
was  the  cool  reply  of  Leonidas.     "Deliver  your  arms," 
came   the    message    from   Xerxes.     "Come    and    take 
them,"  was  the  answer  Leonidas  sent  back.     A  Per- 
sian soldier  said  :   "You  will  not  be  able  to  see  the  sun 
for  flying  javelins  and  arrows."     :'Then  we  will  fight 
in  the  shade,"  replied  a  Lacedaemonian. 

29.  Woe  unto  you,  scribes  and  Pharisees,  hypocrites  ! 
for  ye  are  like  unto  whited  sepulchres,  which  indeed 
appear  beautiful  outward,  but  are  within  full  of  dead 
men's  bones,  and  of  all  uncleanness.     Even  so  ye  also 
outwardly  appear  righteous  unto  men,  but  within  ye 
are  full  of  hypocrisy  and  iniquity. 

Matthew  23 :  27,  28. 


27,  28.    Keen  retorts  based  on  antithesis. 
Paraphrase  No.  27. 

29.  A  stern  rebuke  employing  a  comparison  made  up 
of  balanced  contrasted  ideas. 

Meaning  of  hypocrisy  ?     Iniquity  ? 


full 


whited  sepulchres 
beautiful  -  -  outward 
of  dead  men's  bones 


and 


-  -  within 


of  all  uncleanness 

Even  so  ye  appear 
righteous  -  -  unto  men 
full  of  hypocrisy  and  iniquity  -  -  within 


146  TEACHING  TO  READ 

30.  O  summer  day  beside  the  joyous  sea  ! 
O  summer  day  so  wonderful  and  white, 
So  full  of  gladness  and  so  full  of  pain  ! 
Forever  and  forever  shalt  thou  be 

To  some  the  gravestone  of  a  dead  delight, 
To  some  the  landmark  of  a  new  domain. 

A  Summer  Day  by  the  Sfa  —  HENRY  WADSWORTH  LONGFELLOW. 

31.  There  is  a  tide  in  the  affairs  of  men, 

Which,  taken  at  the  flood,  leads  on  to  fortune ; 
Omitted,  all  the  voyage  of  their  life 
Is  bound  in  shallows  and  in  miseries. 

Julius  Casar.    Act  IV.     Scfiu  III  —  WILLIAM  SHAKESPBAEE. 


30.  Happiness  and  sadness  placed  side  by  side : 

so  full  of  gladness  -  -  so  full  of  pain 
shalt  thou  be  to  some  -  -  [shalt  thou  be]  to  some 

the  gravestone  -  -  the  landmark 
of  a  dead  delight  -  -  of  a  new  domain 

What  is  a  joyous  sea? 

Can  you  explain  the  second  line  ?    Must  it  be  a  sea 
scene  ? 

What  is  the  meaning  of  the  third  line  ? 

Explain  the  last  three  lines. 

Forever  and  forever  —  always  (never  ending). 

31.  There  is  a  tide  in  the  affairs  of  men,  even  as  there 
is  in  what  ? 

Express  the  thought  in  your  own  words. 
Memorize. 

taken  at  the  flood leads  on  to  fortune 

omitted all  the  voyage  of  their  life 

is  bound  in  shallows  and  in  miseries 


STUDIES  IN  CONTRAST  147 

32.  Truth  crushed  to  earth  shall  rise  again,  - 

TV  eternal  years  of  God  are  hers ; 
But  Error,  wounded,  writhes  with  pain, 
And  dies  among  his  worshippers. 

The  Battlefield  —  WILLIAM  CULLEN  BRYANT. 

33.  O  Woman  !    in  our  hours  of  ease 
Uncertain,  coy,  and  hard  to  please, 
And  variable  as  the  shade 

By  the  light  quivering  aspen  made ; 
When  pain  and  anguish  wring  the  brow, 
A  ministering  angel  thou  ! 

Marmion.     Canto  Sixth  —  SIR  WALTER  SCOTT. 


32.  Truth         crushed  to  earth         shall  rise  again 

but 
Error  wounded         writhes  with  pain,  and  dies. 

An  English  critic  wrote  of  these  four  lines  :  "  A  stanza 
which  will  bear  comparison  with  any  four  lines  as  one 
of  the  noblest  in  the  English  language.  The  thought 
is  complete,  the  expression  perfect.  A  poem  of  a  dozen 
such  verses  would  be  like  a  row  of  pearls,  each  beyond 
a  king's  ransom." 


33- 

in  our  hours  of  ease 


When  pain  and  anguish 
wring  the  brow, 


Uncertain, 
coy, 

and  hard  to  please, 
And  variable  as  the  shade  By 
the  light  quivering  aspen  made ; 

I 

A  ministering  angel  thou ! 


148  TEACHING  TO  READ 

34.  Two  went  to  pray  ?     Oh,  rather  say, 
One  went  to  brag,  the  other  to  pray ; 

One  stands  up  close,  and  treads  on  high, 
Where  the  other  dares  not  lend  his  eye ; 

One  nearer  to  God's  altar  trod, 
The  other  to  the  altar's  God. 

RICHARD  CRASHAW. 

35.  It  is  not  what  people  eat,  but  what  they  digest, 
that  makes  them  strong.     It  is  not  what  they  gain, 
but  what  they  save,  that  makes  them  rich.     It  is  not 
what  they  read,  but  what  they  remember,  that  makes 
them  learned.     It  is  not  what  they  profess,  but  what 
they  practice,  that  makes  them  good. 


34.  A  series  of  contrasted  parts.     Note  semicolons. 

One  -••  went  to  brag  |  the  other to  pray  ; 

jstands  up  close! 
One  •••  1  and  where  |  the  other  -  -  •  dares  not  lend  his  eye; 

treads  on  high, 
One  —  nearer  to  God's  altar  trod  |  the  other to  the  altar's  God. 

35,  36.  Is  there  contrast  in  the  opposed  ideas  of 
No.  35  ? 

When  there  is  a  striking  resemblance  in  both  the 
structure  and  the  language  of  a  series  of  short  sentences, 
the  reading  is  likely  to  become  monotonous  because  of 
the  regular  recurrence  of  the  same  emphasis  and  inflec- 
tion. Interested  attention  to  the  new  ideas  and  enter- 
ing into  the  spirit  of  them  whenever  possible  (for  in- 
stance, command,  rejoice,  and  cheerfully,  in  No.  36) 
will  do  much  to  overcome  monotony. 


STUDIES   IN  CONTRAST 


149 


36.  No  man  can  safely  go  abroad  that  does  not  love 
to  stay  at  home.     No  man  can  safely  speak  that  does 
not   willingly   hold   his   tongue.     No   man   can   safely 
govern  that  would  not  cheerfully  become  subject.     No 
man  can  safely  command  that  has  not  truly  learned  to 
obey.     No  man  can  safely  rejoice,  but  he  that  has  the 
testimony  of  a  good  conscience.  THOMAS  A  KEMPIS. 

37.  The  stranger  who  would  form  a  correct  opinion 
of  the  English  character  must  not  confine  his  observa- 
tions to  the  metropolis.     He  must  go  forth  into  the 
country;    he   must   sojourn  in   villages   and   hamlets; 
he  must  visit  castles,  villas,  farmhouses,  cottages ;    he 
must  wander  through  parks  and  gardens  ;   along  hedges 
and  green  lanes  ;  he  must  loiter  about  country  churches  ; 
attend  wakes  and  fairs,  and  other  rural  festivals ;    and 
cope  with  the  people  in  all  their  conditions,   and  all 
their  habits  and  humors. 

Rural  Life  in  England.    The  Sketch  Book  —  WASHINGTON  IRVING. 


Do  not  crowd  the  thoughts.  The  author  placed 
them  in  separate  sentences  so  that  the  reader  would 
be  sure  to  take  time  to  consider  each  one  by  itself. 
Be  sure  that  your  hearer  gets  not  only  the  second  of 
the  two  contrasted  parts,  but  also  the  first. 

How  does  the  construction  of  the  sentences  in  No. 
35  differ  from  the  construction  of  those  in  No.  36  ? 

37.  Between  what  thoughts  does  the  contrast  lie  ? 
Ans.  Between  what  he  must  not  do,  and  what  he  must 
do.  Note  that  the  negative  statement  comes  first. 
Following  it  we  have  a  series  of  positive  statements, 
each  one  containing  one  or  more  ideas  in  contrast  with 
metropolis. 

Opposed    to    the    idea    of    the    metropolis    are    the 


150  TEACHING  TO  READ 

38.  Oh  !  Mona's  waters  are  blue  and  bright 

When  the  sun  shines  out  like  a  gay  young  lover ; 
But  Mona's  waves  are  dark  as  night 

When  the  face  of  heaven  is  clouded  over. 

Mona's  Waters  —  ANONYMOUS. 

39.  Like  the  leaves  of  the  forest  when  summer  is 

green, 
That  host   with   their  banners   at   sunset  were 

seen  : 
Like  the  leaves  of  the  forest  when  autumn  hath 

blown, 
That  host  on  the  morrow  lay  withered  and  stro\s  n. 

Thf  Destruction  of  Sennacherib  —  LORD  BYRON. 


individual  ideas  of  country;  villages;  hamlets;  castles; 
villas;  farmhouses;  cottages;  parks;  gardens;  hedges; 
lanes;  country  churches ;  wakes ;  fairs ;  and  other  rural 
festivals.  Notice  the  corresponding  harmony  in  the 
choice  of  action  words, —  go  forth,  sojourn,  visit,  wander 
through  and  (wander)  along,  loiter,  and  attend. 

38,  39.  Nature  is  full  of  contrast,  and  writers  turn 
to  her  freely  when   seeking  comparisons.     Stimulate 
the  pupils  to  enter  into  the  spirit  of  a  selection,  to  "see" 
the  picture;  —  and  it  will  do  no  harm  to  remind  them 
that  the  tendency  of  lightness,  brightness,  happiness, 
and    kindred   emotions   is   to   manifest   themselves   in 
rising  inflections,  while  sadness,  sorrow,  gloom,  etc., 
correspondingly  weigh  the  voice  downward. 

39.  Seen  —  when  ? 

During  the  second  expedition  of  King  Sennacherib  into 


STUDIES  IN  CONTRAST  151 

40.  1  A  blizzard  on  the  prairie  corresponds  to  a  storm 
at  sea ;  it  never  affects  the  traveler  twice  alike.  2  Each 
norther  seems  to  have  a  manner  of  attack  all  its  own. 
3  One  storm  may  be  short,  sharp,  high-keyed,  and 
malevolent,  while  another  approaches  slowly,  relent- 
lessly, wearing  out  the  souls  of  its  victims  by  its  inex- 
orable and  long-continued  cold  and  gloom.  4  One 
threatens  for  hours  before  it  comes,  the  other  leaps 
like  a  tiger  upon  the  defenseless  settlement,  catching 
the  children  unhoused,  the  men  unprepared. 

Boy  Life  on  the  Prairie  —  HAMLIN  GARLAND. 

Palestine,  185,000  of  his  men  were  lost  in  one  night,  "  either 
by  a  pestilence  or  by  some  more  awful  manifestation  of  divine 
power."  The  camp  immediately  broke  up,  and  the  king  fled. 

40.  SENTENCE  i.     What  is  the  author  contrasting  ? 

How  many  divisions  are  indicated  in  the  first  sen- 
tence ?  What  relation  do  the  portions  bear  to  each 
other  ? 

Observe  the  balanced  words  :  blizzard,  storm ;  prairie, 
sea.  Does  it  refer  to  blizzard  or  storm?  Does  norther 
mean  blizzard  or  storm?  Do  not  overlook  the  thought 
value  of  both  twice  and  alike . 

SENTENCE  2.  Observe  that'  manner  and  attack  are 
both  important  new.  ideas.  Be  alert  for  al'tson  (all 
its  own). 

How  does  sentence  2  differ  in  thought  from  the  second 
half  of  sentence  i  ? 

SENTENCES  3  and  4.  Develop  the  significance  of  such 
words  and  expressions  as  malevolent,  relentlessly,  wear- 
ing out  the  souls  of  its  victims,  inexorable,  long-continued, 
threatens  for  hours,  and  leaps  like  a  tiger,  until  a  sug- 
gestion of  the  meaning  creeps  into  expression. 


152  TEACHING  TO  READ 

41.  l  Born  in  stormy  times,  William  Penn  walked 
amid  troubled  waters  all  his  days.  2  In  an  age  of  bim  i 
persecution  and  unbridled  wickedness,  he  never  wronged 
his  conscience.  3  A  favored  member  of  a  court  where 
statesmanship  was  intrigue  and  trickery,  where  the 
highest  morality  was  corruption,  he  never  stained  his 
hands  with  a  bribe.  4  Living  under  a  government  at 
war  with  the  people,  and  educated  in  a  school  that 
taught  the  doctrine  of  passive  obedience,  his  lifelong 
dream  was  of  a  popular  government,  of  a  state  where 
the  people  ruled. 

Lift  of  William  Penn  —  ROBERT  JONES  BURDETTE. 


41.  What  is  the  theme  ?  Ans.  The  contrast  between 
characteristic  qualities  in  William  Penn  and  character- 
istic qualities  of  the  times  in  which  he  lived. 

Do  not  let  Born  in  stormy  times  obscure  William  Penn. 

The  pupil  who  phrases,  Born  in  stormy  times,  has  not 
noticed  any  balance  (not  contrast)  between  burn  .md 
all  his  days,  and  stormy  times  and  troubled  waters.  (His 
ht.  continued  to  the  end  under  the  same  condition 
under  which  it  was  begun.) 

SENTENCE  2.  Read  without  the  adjectives ;  then  with 
them,  and  see  to  it  that  they  do  their  duty. 

Is  conscience  a  higher  monitor  with  some  than  others  ? 

Weigh  the  thought  value  of  he.  —  Is  it  far  enough 
from  its  antecedent  to  need  special  attention  ?  Does 
it  contrast  with  any  idea  expressed  or  understood  ? 

In  what  way  might  bitter  persecution  have  tempted 
him  to  wrong  his  conscience?  Unbridled  wickedness? 

SENTENCE  3.  Study  the  phrasing.  Do  not  under- 
value a  single  important  word,  and  yet  do  not  allow 
your  attention  to  single  words  to  break  thought  groups. 


STUDIES  IN  CONTRAST  153 

Notice  that  sentence  2  deals  with  the  age,  3  with 
the  court,  and  4  with  the  government,  and  do  not  fail 
to  call  attention  to  the  topic  of  each. 

Build  out  the  thoughts.     Sentence  3  deals  with  the 

court.  He  was  a  member  of  the  court.  More  than  that, 
he  was  a  favored  member  of  the  court,  —  a  court  where 
statesmanship  was  intrigue  and  trickery;  where  not 
only  morality  was  corruption,  but  where  the  highest 
morality  was  corruption,  —  and  yet  (contrast),  he  never 
stained  his  hands  with  a  bribe. 

What  is  the  meaning  of  court?  Statesmanship?  The 
difference  between  intrigue  and  trickery?  How  might 
statesmanship  become  intrigue  and  trickery? 

What    is    the    meaning    of    morality?     Corruption? 
How  might  morality  become  corruption? 
.    How   might   intrigue   and   trickery   in   statesmanship 
tempt  him  to  stain  his  hands  with  a  bribe?     How  might 
they  corrupt  morals? 

Does  he  require  special  attention  ?  --  If  so,  why  ? 

SENTENCE  4.  Study  the  phrasing.  It  deals  with  two 
conditions,  and  a  contrast  is  drawn  from  each. 

Not,  living  under  a  government,  —  all  civilized  people 
do,  —  but,  living  under  a  government  at  war  with  the 
people.  It  is  a  government  at  war  with  the  people  that 
contrasts  with  a  popular  government.  Not  educated  in  a 
school,  —  most  boys  are  educated  thus,  —  but  educated 
in  a  school  that  taught  the  doctrine  of  passive  obedience. 
It  is  the  doctrine  of  passive  obedience  that  contrasts 
with  his  idea  of  a  state  where  the  people  ruled. 

What  is  passive  obedience?     What  school  taught  it  ? 

Is  a  popular  government  always  one  in  which  the 
people  rule?  Are  the  terms  synonymous  ? 

TURNER,  TEACH.  TO  READ  —  II 


154  TEACHING  TO  READ 

42.         Then  none  was  for  a  party ; 

Then  all  were  for  the  state ; 
Then  the  great  man  helped  the  poor, 
And  the  poor  man  loved  the  great ; 
s  Then  lands  were  fairly  portioned ; 

Then  spoils  were  fairly  sold  : 
The  Romans  were  like  brothers 
In  the  brave  days  of  old. 

Now  Roman  is  to  Roman 

More  hateful  than  a  foe, 
And  the  Tribunes  beard  the  high, 

And  the  Fathers  grind  the  low. 
s  As  we  wax  hot  in  faction, 

In  battle  we  wax  cold  : 
Wherefore  men  fight  not  as  they  fought 

In  the  brave  days  of  old. 

//  *•  tins  —  THOMAS  BABINCTON  MACAU  LAY. 

42.  Frequently  entire  stanzas  are  contrasted. 
Trace  the  portions  of  the  stanzas  between  which 
there  is  a  special  relation. 

Now  Roman  is  to  Roman  The  Romans  were  like  brothers 

More  hateful  than  a  foe.  In  the  brave  days  of  old. 


And  the  Tribunes  beard  the  high, 
And  the  Fathers  grind  the  tow. 


Then  the  great  man  helped  the  poor, 
And  the  poor  man  loved  the  great ; 


What  contrast  is  implied  in  lines  5,  6,  stanza  i 
Observe  balanced  parts;  — as  (lines  1-4,  stanza  i): 

none party 

all state 

great  man  helped  poor 

poor  man  loved  great 

43.  Regularly   balanced.     Trace   contrasting   parts. 
Memorize. 


STUDIES  IN  CONTRAST  155 

43.    IN  THE  MORNING 

A  little  thing,  a  sunny  smile, 

A  loving  word,  at  morn, 
And  all  day  long  the  sun  shone  bright, 

And  sweetest  hopes  were  born. 

A  little  thing,  a  hasty  word, 

A  cruel  frown,  at  morn, 
And  aching  hearts  went  on  their  way 
And  toiled  throughout  a  dreary  day, 

Disheartened,  sad,  and  lorn. 

ANONYMOUS. 

44.    COMPENSATION 
From  the  Essay  on  Compensation. 

1  Polarity,  or  action  and  reaction,  we  meet  in  every 
part  of  nature;  in  darkness  and  light;  in  heat  and 
cold ;  in  the  ebb  and  flow  of  waters ;  in  male  and 
female;  -in  the  inspiration  and  expiration  of  plants 
and  animals ;  in  the  equation  of  quantity  and  quality 
in  the  fluids  of  the  animal  body ;  in  the  systole  and 
diastole  of  the  heart ;  in  the  undulations  of  fluids,  and 
of  sound ;  in  the  centrifugal  and  centripetal  gravity ; 
in  electricity,  galvanism,  and  chemical  affinity.  2  Super- 
induce magnetism  at  one  end  of  a  needle ;  the  opposite 
magnetism  takes  place  at  the  other  end.  3  If  the  south 
attracts,  the  north  repels.  4  To  empty  here,  you  must 
condense  there.  5  An  inevitable  dualism  bisects  na- 
ture, so  that  each  thing  is  a  half,  and  suggests  another 
thing  to  make  it  whole;  as,  spirit,  matter;  man, 
woman;  odd,  even;  subjective,  objective;  in,  out; 
upper,  under;  motion,  rest ;  yea,  nay. 

RALPH  WALDO  EMERSON. 


44.   Polarity,   or  action   and  reaction,  we  meet  in  every 


156  TEACHING  TO  READ 

part  of  nature;  in  darkness  and  light;  in  heat  and  cold;  in 
the  ebb  and  flow  of  waters ;  in  male  and  female ;  in  the  in- 
spiration and  expiration  of  plants  and  animals;  in  theequ 
of  quantity  and  quality  in  the  fluids  of  the  animal  body; 
in  the  systole  and  diastole  of  the  heart;  in  the  undulations 
of  fluids,  and  of  sound ;  in  the  centrifugal  and  centripetal 
gravity;  in  electricity,  galvanism,  and  chemical  affinity. 
Superinduce  magnetism  at  one  end  of  a  needle;  the  opposite 
magnetism  takes  place  at  the  other  end.  If  the  south  at- 
tracts, the  north  repels.  To  empty  here,  you  must  condense 
there.  An  inevitable  dualism  bisects  nature,  so  that  each 
thing  is  a  half,  and  suggests  another  thing  to  make  it  whole; 
as,  spirit,  matter;  man,  woman;  odd,  even;  subjective,  ob- 
jective; in,  out;  upper,  under;  motion,  rest;  yea,  nay. 

The  above  marks  may  prove  helpful  in  directing 
attention  not  only  to  the  contrasted  ideas,  but  .iK<> 
(through  absence)  to  the  fact  that  some  expressions 
wlmh,  at  a  glance,  appear  to  be  contrasted  ones  are, 
in  reality,  not  so.  The  marks  are  not  intended  as 
guides  for  the  bending  of  the  voice,  although,  in  a 
general  way  they  correspond  with  it  as  to  <linvn<ni. 
To  depend  upon  the  guidance  of  such  marks,  par- 
ticul.irlv  in  illustrations  such  as  35,  36,  and  44,  is 
il.mgerously  likely  to  produce  only  a  monotonous  re- 
nmrnce  of  similar  inflections.  This  can  usually  be 
avoided  through  attention  to  word  values  and  group- 
ing, for  good  authors  are  as  careful  as  good  speakers 
to  avoid  monotony  in  construction.  Observe  how  Mr. 
Emerson  avoids  it  in  sentence  I,  and  also  obtains 
a  forceful  onward  movement  with  the  heaviest  parts 
effectively  placed : 

(1)  in  darkness  and  light ; Alike  in  construction. 

(2)  in  heat  and  cold  ; 


STUDIES  IN  CONTRAST 


157 


(3)  in  the  ebb  and  flow  of  -  -A  change.     Do  not  un- 

waters ;  dervalue  waters. 

(4)  in  male  and  female ;         -  Return  to  first  form. 

(5)  in  j:he  inspiration  and  -  -Compare  with  3. 

expiration  of  plants 
and  animals ; 

(6)  in     the     equation     of  -   -  Longest     and     heaviest 

quantity  and  quality  construction  thus  far. 

in  the  fluids  of  the  No  contrast, 

animal  body; 

(7)  in  the  systole  and  di Return    to    third    form. 

astole  of  the  heart ;  No  reason  for  a  climax. 

He  is  only  enumerating 
illustrations. 

(8)  in  the  undulations  of-  -Double    idea   in    second 

fluids,  and  of  sound  ;  part.  —  Opposite  of  7. 

Puts  weight  at  end. 
No  contrast. 

(9)  in  the  centrifugal  and Similar    in    length   to   7 

centripetal  gravity ;  and  8,  but  weightier  in 

movement  because  of 
certain  qualities  in  the 
adjectives. 

(10)  in  electricity,  galvan- —   -Three    subjects   illustra- 

ism,     and    chemical  tive  of  action  and  re- 

affinity,  action. — Three  heavy 

words  with  the  modi- 
fied one  last.  No  conr 
trast. 

Part  10,  sentence  i,  leads  to  sentence  2.  The  con- 
struction of  sentence  I,  even  with  the  above  variation, 
is  in  danger  of  growing  monotonous.  So  he  drops  it 
and  uses  a  series  of  short  sentences,  each  made  up  of 


leg  TEACHING  TO  READ 


45.    EDGAR  ALLAN   POE 

Two  mighty  spirits  dwelt  in  him  : 
One,  a  wild  demon,  weird  and  dim, 
The  darkness  of  whose  ebon  wings 
Did  shroud  unutterable  things  : 
One,  a  fair  angel,  in  the  skies 
(  M  whose  serene,  unshadowed  eyes 
Were  seen  the  lights  of  Paradise. 

To  these,  in  turn,  he  gave  the  whole 
Vast  empire  of  his  brooding  soul ; 
Now,  filled  with  strains  of  heavenly  swell, 
Now  thrilli-tl  with  awful  tones  of  hell  : 
Wide  were  his  being's  strange  extremes, 
'Twixt  iHtlu-r  glooms,  and  Eden  gleams 
Of  tender,  or  majestic  dreams. 

PAUL  HAMILTON  HAYNI. 


contrasting  parts.  Then  he  sums  up  his  argument  in 
one  long  sentence,  to  which  he  appends  a  series  of 
illusti.itions,  —  brief,  pointed,  contrasting.  Even  in 
this  apparently  promiscuous  enumeration  there  has 
been  some  attention  to  euphony  and  arrangement.  It 
st. i  its  with  a  bright  energetic  syllabication.  Of  the 
right  pairs,  the  longest,  heaviest  one  is  placed  fourth, 
(recall  part  6  in  sentence  i),  but  the  parts  of  the 
eighth,  although  made  up  of  short  words,  are  long  in 
their  open  vowel  effect. 

45.  What  is  the  poet's  theme  ? 
Note  how  much  the  modified  words  and  modifiers 
contribute  to  the  thought.     Phrase  correctly. 


,    STUDIES  IN  CONTRAST  159 

46.    PERSONAL  RESPONSIBILITY 

From  The  New  Year, 
r 

1  In  every  experience  there  is  a  twofold  possibility : 
it  must  leave  you  stronger  or  weaker;  it  cannot  leave 
you  as  it  found  you.  2  God  forces  no  man  to  become 
good  or  evil,  wise  or  foolish,  strong  or  weak.  3  He 
presents  to  every  man,  in  every  hour,  the  choice  be- 
tween the  two.  4  A  moral  purpose  is  cut  into  the  very 
heart  of  the  universe,  and  written  ineffaceably  on  every 
minute  of  time;  every  day  is  charged  with  power  to 
make  or  to  destroy  character,  and  you  can  no  more  escape 
the  hourly  test  than  you  can  resist  the  ravages  of  time 
or  hide  yourself  from  the  search  of  death.  5  If  you 
refuse  opportunity,  neglect  duty,  waste  the  gifts  of 
life,  you  must  grow  weaker,  smaller,  more  and  more 
unhappy,  by  the  operation  of  a  law  as  inexorable  as 
that  which  holds  the  planets  in  their  spheres ;  if,  on 
the  other  hand,  you  take  hold  of  life  resolutely,  spring 
to  its  tasks  with  strenuous  and  joyous  energy,  pour 
yourself  into  its  opportunities,  meet  its  duties  valiantly, 
match  your  strength  and  purpose  against  its  trials, 
temptations,  and  losses,  then  the  same  irresistible 
power  that  laid  the  foundations  of  the  universe  will 
build  you  up  into  strength,  beauty,  and  usefulness. 

LYMAN  ABBOTT. 

46.  SENTENCE  i.  What  is  the  two  fold  possibility 
in  every  experience?  Note  the  contrast. 

SENTENCE  2.  A  series  of  contrasts.  Do  not  under- 
value forces  no  man. 

SENTENCE  3.  Instead  of  forcing,  he  presents  what  ? 
To  whom  ?  When  ?  A  choice  between  what  two? 

SENTENCE  4.  Purpose,  the  end  or  aim  to  which  the  view 
is  directed  in  any  plan,  measure,  or  exertion. 

Moral,  relating  to  the  practice,  manners,  or  conduct  of 


i6o 


TEACHING  TO  READ 


men,  as  social  beings,  in  relation  to  each  other,  and  \Mth 
reference  to  right  and  wrong. 

Explain  the  very  heart  of  the  universe;  resist  the  ravages 
of  time ;  hide  yourself  from  the  search  of  death. 

Express  the  first  half  of  the  sentence  in  simpler  lan- 
guage. [Suggestion:  Right  and  wrong  in  every  end  and 
aim  is  in  every  plan  of  the  universe.] 

What  is  written  ineffaceably  on  every  minute  of  time? 
Why  is  it  written  ineffaceably  on  every  minute  of  time  ? 

Why  can  he  say  every  day  is  charged  with  power  ? 
[Suggestion:  If  every  minute  is  a  test,  is  not  every  day 
loaded  with  power  to  make  character  or  to  destroy  it  :] 

Why  can  you  not  escape  the  hourly  test?  [Suggestion: 
The  moments  come  to  you,  and  pass.  You  decide, 
tit  In  i  Actively  or  passively,  what  you  will  do  with  each  | 

SENTENCE  5.  To  trace  the  divisions,  take  note  of  t/, 
and  i/,  on  the  other  hand,  —  sure  sign  of  contrast. 


refuse      opportunity 

neglect     dutv. 

waste    the  gifts  of  life, 


(weaker, 
you  must  grow  smaller, 

m«rt  and  more  unhappy, 
l>\    the-    operation  of  a  law   as   inexorable 
as  that  which  holds  the  planets  in  th<  ir 
spheres; 


if,  on  the  other  hand, 
you  take  hold  of  life  resolir 

strenuous] 
spring  to  its  tasks   with      and      energy, 

joyous      I 

pour  yourself  into  its  opportunities, 
meet  its  duties  valiantly. 


match  your 


strength 

and 
purpose 


against  its 


trials, 

temptations, 
and  losses, 


then  the  same  irresistible 
power  that  laid  the  foun- 
dations of  the  universe  will 
(strength, 

beauty, 
build  you  up  mtolj 

'usefulness. 


STUDIES  IN  CONTRAST 


161 


47.    THE  COLONIES    VERSUS  ENGLAND 

From  a  Speech  delivered  July  4,  1876. 

1  The  Declaration  of  American  Independence  was  a 
declaration  of  war  with  Great  Britain,  war  to  the  knife 
and  the  knife  to  the  hilt.  2  There  were  fearful  odds 
against  the  Colonies  when  they  threw  down  the  gage 

s  of  battle.  3  On  one  side  was  England,  —  strong  in 
consciousness  of  wealth  and  power,  strong  in  the 
prestige  of  sovereignty,  full  armed  and  equipped  for 
war,  insolent,  haughty,  scorning  even  to  entertain  the 
idea  of  possible  check  or  defeat.  4  On  the  other  side, 

10  the  Thirteen  Colonies,  stretching  for  the  most  part 
along  the  seaboard,  vulnerable  at  a  hundred  points, 
and  open  to  attack  by  sea  and  land,  without  army, 
without  navy,  without  money  or  ammunition  or 
material  of  war,  having  for  troops  only  crowds  of  un- 

15  disciplined  citizens,  who  had  left  for  a  while  the  plow 
and  anvil  and  hurried  to  the  front  with  what  arms 
they  could  lay  hands  on  to  fight  the  veterans  of  King 
George,  skilled  in  their  terrible  trade  by  long  service 
in  European  wars.  RICHARD  O'GORMAN. 


47'.  What  was  the  gage  of  battle  (sentence  2)  ?     How 
was  it  a  gage?     How  did  they  throw  it  down  ? 

Compare  sentences  3  and  4  with  sentence  5  in  No.  46. 

If if,  on  the  other  hand,  (46) 

On  one  side on  the  other  side          (47) 


On  one  side 
was  England, 


strong    in    the    consciousness 
of  wealth  and  power, 

strong  in  the  prestige  of  sov- 
ereignty, 


On  the  other  side, 

[were]  the  Thirteen  Colonies, 


stretching  for  the  most  part 
along  the  seaboard, 

vulnerable  at  a  hundred 
points,  and  open  to  attack 
by  sea  and  land, 


1 62  TEACHING  TO  READ 

48.    THE  COMING  OF  LAFAYETTE 
From  a  Speech  on  Lafayette. 

1  He  came ;  but  not  in  the  day  of  successful  rebellion  ; 
not  when  the  new-risen  sun  of  Independence  had  burst 
the  cloud  of  time,  and  careered  to  its  place  in  the 
heavens.  2  He  came  when  darkness  curtained  the  hills, 
and  the  tempest  was  abroad  in  its  anger;  when  the 
plow  stood  still  in  the  field  of  promise,  and  briers  cum- 
bered the  garden  of  beauty ;  when  fathers  were  d 
and  mothers  were  weeping  over  them;  when  the  \\-\\\- 
binding  up  the  gashed  bosom  of  her  husband,  and 
the  maiden  was  wiping  the  death  damp  from  the  brow 
of  her  lover.  *  He  came  when  the  brave  began  to  fear 
the  power  of  man,  and  the  pious  to  doubt  the  favor  of 
God.  4  It  was  then  that  this  one  joined  the  ranks  of  a 
revolted  people.  C|IARLE8  SPRACUE. 


full  armed  and  equipped  for 


war, 


insolent,  haughty,  scorning 
even  to  entertain  the  idea 
of  possible  check  or  defeat. 


without  army, 
without   n^vy, 


money 

or  ammunition 


without 

or  material   of  war, 

having  for  troops  only  crowds 
of  undisciplined  citizens,  etc. 

What  contrast  do  you  find  in  lines  14-19  ? 

Do- not  pass  over  a  single  word  or  expression  whose 
meaning  may  not  be  clear;  as,  the  significance  of 
such  climactic  expressions  as  war  with  Great  Britain  -  - 
to  the  knife --to  the  hilt;  fearful  odds  against  the 
Colonies;  strong  in  the  prestige  of  sovereignty;  insolent. 

48.  Contrast  between  negative  statements  and  posi- 


STUDIES  IN  CONTRAST  163 

tive  statements,  but  the  opposite  of  Nos.  2,  3,  and  4. 
Remember  that  when   a  negative  statement  is  fol- 
lowed by  a  contrasting  positive  statement,  the  nega- 
tive statement  presents  an  incomplete  thought.     We 
read,   He  came  .  .  not  in   this  way   and   not  in  that, 
-  BUT  He  came.  .  .      The    thought    remains  in    sus- 
pense, regardless  of  the  punctuation,  until  we  find  out 
how  he  did  come. 

He  came  ; 

but  not  in  the  day  of  successful  rebellion ; 
not  when  the  new-risen  sun  of  Independ- 
ence had  burst  the  cloud  of  time,  and 
careered  to  its  place  in  the  heavens. 

He  came      when  darkness  curtained  the  hills,  and 

the  tempest  was  abroad  in  its, anger; 
when  the  plow  stood  still  in  the  field  of  promise, 
and  briers  cumbered  the  garden  of  beauty ; 
when  fathers  were  dying,  and 

mothers  were  weeping  over  them ; 
when  the  wife  was  binding  up  the  gashed 

bosom  of  her  husband,  and 
the  maiden  was  wiping  the  death  damp 
from  the  brow  of  her  lover. 

He  came    when  the  brave  began  to  fear     the  power  of  man, 
and  the  pious  to  doubt  the  favor  of  God. 

It  was  then.  —  When?  That  this  one.  —  Who?  A 
revolted  people.  —  Wh at  people  ?  Revolted  against  whom  ? 

It  is  often  difficult  to  paraphrase  figurative  expres- 
sions. They  are  like  those  poetical  expressions  in 
which  the  meaning  is  felt.  It  is  often  clearly  appre- 
hended when  it  seems  impossible  to  express  it  in  other 
words.  Let  the  teacher  be  very  sure,  however,  whether 
or  not  the  thought  is  translatable.  Test  the  second 
half  of  sentence  I,  and  the  first  two  parts  of  sentence  2. 


i',j  TEACHING  TO  READ 

49.    WHAT  CONSTITUTES  A  STA  I 1   : 

What  constitutes  a  St:r 
Not  high-raised  battlement  or  labored  mound, 

Thick  wall  or  moated  gat 

Not  cities  proud  with  spires  and  turrets  crowned ; 
s          Not  bays  and  broad-armed  ports, 
Where,  laughing  at  the  storm,  rich  navies  ride; 

Not  starred  and  spangled  con 
Where  low-browed  baseness  wafts  perfume  to  pride. 

No ;  —  men,  high-minded  men, 
10  With  powers  as  far  above  dull  brutes  endued 

In  fonst.  brake,  or  den, 
As  beasts  excel  cold  rocks  and  brambles  rude,  — 

Men  who  their  duties  know, 

But  know  their  rights,  and,  knowing,  dare  maintain ; 
><,          Prevent  the  long-aimed  blow, 
And  crush  the  i  \  i  .mt  \s  hile  they  rend  the  chain  :  — 

These  constitute  a  State; 
And  sovereign  Law,  th.ir  State's  collected  will, 

i  thrones  and  globes  elate, 
to  Sits  empress,  crowning  good,  repressing  ill. 

SIR  WILLIAM  Jowit. 


49.   A  similarly  constructed  contrast,  in  poetry. 

"  What  constitutes  a  state  ?     Not  high-raised  battlement  or 
labored  mound,  thick  wall  or  moated  gate;  not 
\Mth  spins  and  turrets  crowned,  no!  Men.  high-minded  men!" 

.llcsui.  Paraphrased  by  Sir  William  Jones. 
Alcaui  (il  §c'««).  Greek  lyric  poet.    About  B.C.  620-580. 

What  is  the  meaning  of  State*.     What  is  a  high-raised 
battlement?    A  labored  mound?    A  moated  gate?    Why 
might  some  think  these  constitute  a  State  ? 
.    Define  constitute;  turrets.     Explain  broad-armed  ports. 

Starred  and  spangled  courts.  —  Referring  to  the  wearing 


STUDIES  IN  CONTRAST 


165 


of  stars  and  jewels  by  the  lords  and  ladies  at  court. 

What  is  meant  by  wafting  perfume  to  pride? 

What  are  high-minded  men? 

Explain  the  meaning  that  line  15  suggests. 

To  what  does  these  (line  17)  refer  ? 

What  Sits  empress  (line  20)  ? 

What  crowns  good  and  represses  ill? 

What  relation  does  law  bear  to  the  State  ?  Ans.  It 
is  that  State's  collected  will. 

What  is  meant  by  collected  will? 

In  what  way  is  law  the  State's  collected  will? 

Why  sovereign  Law  ? 

Meaning  of  elate?  How  is  Law  elate  o'er  thrones 
and  globes? 

How  does  Law  sit  empress?  Why  do  you  think  the 
poet  chose  that  particular  kind  of  ruler  to  express  his 
idea  ?  How  does  Law  crown  good?  Repress  ill? 


not 

high-raised  battlement 
or  labored  mound, 
thick  wall  ;'; 

or  moated  gate ; 
not 

cities  proud  with  spires  and 

turrets  crowned ; 
not 

bays  and   broad-armed 

ports, 
where,  laughing  at  the 

storm,  rich  navies  ride; 
not 

starred  and  spangled  courts, 

where  low-browed  baseness 

wafts  perfume  to  pride. 


men, 

high-minded  men, 

with  powers  as  far  above 
dull  brutes  endued  in  forest, 
brake,  or  den,  as  beasts  ex- 
cel cold  rocks  and  brambles 
rude,  — 

men 


-who 


their  duties  know, 

but 

know  their  rights, 
and,  knowing, 
maintain ; 
prevent  the  long- 
aimed     blow, 
dare       and 

crush  the  tyrant 
while  they  rend 
the  chain :  — 


1 66  TEACHING  TO  READ 

50.    ROLLA'S  ADDRESS  TO  THE   PERUVIANS 
From  the  Drama  Pizarro  (Die  Spanier  in  Peru). 

1  My  brave  associates,  .  .  .  you  have  judged,  as  I 
have,  the  foulness  of  the  crafty  plea  by  which  these 
bold  invaders  would  delude  you.  2  Your  generous 
spirit  has  compared,  as  mine  has,  the  motives,  which, 
in  a  war  like  this,  can  animate  their  minds  and  ours. 
8  They  by  a  strange  frenzy  driven,  fight  for  power,  for 
plunder,  and  extended  rule;  we  for  our  country,  our 
altars,  and  our  homes.  4  They  follow  an  adventurer 
whom  they  fear,  and  obey  a  power  which  they  hate; 
we  serve  a  monarch  whom  we  love,  a  God  whom  we 
adore.  6  Whene'er  they  move  in  anger,  desolation 
tracks  their  progress.  6  Whene'er  they  pause  in  amity, 

Sir  William  Jones  was  an  Englishman  (1746  to  1794). 
Few  pieces  of  poetry  have  been  more  widely  quoted,  or 
have  greater  promise  of  long  life.  — Why  ? 

Is  the  poem  a  good  and  full  description  of  the  kind 
of  men  we  want  at  the  head  of  our  government  ? 

Briefly  expressed,  what  kind  of  men  are  described  ? 

Why  does  not  law  constitute*  a  State?  Whose  col- 
lected will  is  law  ?  Ans.  The  State's.  Yes,  but  who 
constitute  a  State  ?  Law  is  therefore  the  collected  will 
of  whom  ? 

Memorize. 

50.    If  i.  In  what  way  are  sentences  I  and  2  similar  ? 

What  similarity  do  you  see  in  the  two  parts  of  sen- 
tence 3  ?  What  contrast  ? 

Study  the  contrast  in  sentence  4:  Will  you  divide 
it  into  four  parts  and  have  the  third  balance  the  first 


STUDIES  IN  CONTRAST  167 

affliction  mourns  thefr  friendship.  7  They  boast  they 
come  but  to  improve  our  state,  enlarge  our  thoughts, 
and  free  us  from  the  yoke  of  error  !  8  Yes ;  they,  — 
they  will  give  enlightened  freedom  to  our  minds,  who 
are  themselves  the  slaves  of  passion,  avarice,  and 
pride  ! 

1  They  offer  us  their  protection.  2  Yes ;  such  pro- 
tection as  vultures  give  to  lambs,  —  covering  and  de- 
vouring them  1  3  They  call  on  us  to  barter  all  of  good 
we  have  inherited  and  proved  for  the  desperate  chance 
of  something  better  which  they  promise.  4  Be  our 
plain  answer  this:— -The  throne  we  honor  is  the 
people's  choice ;  the  laws  we  reverence  are  our  brave 
fathers'  legacy ;  the  faith  we  follow  teaches  us  to  live 
in  the  bonds  of  charity  with  all  mankind,  and  die  with 
the  hope  of  bliss  beyond  the  grave.  5  Tell  your  in- 
vaders this ;  and  tell  them,  too,  we  seek  no  change, 
and  least  of  all,  such  change  as  they  would  bring  us. 

AUGUST  FRIEDRICH  FERDINAND  VON  KOTZEBUE.     (Translation.) 


and  the  fourth  the  second  ?  Or  does  it  divide  into  two 
parts  with  the  third  and  fourth  together  balancing  the 
first  and  second  ? 

In  what  way  are  sentences  5  and  6  similar  ? 

SENTENCE  8.  Why  does  the  speaker  repeat  ?  Which 
part  of  the  thought  in  sentence  8  is  found  in  sen- 
tence 7  ?  Wherein  lies  the  contrast  ? 

12.   SENTENCE  2.     What  contrasts  with  protection? 

SENTENCE  3.     What  balances  all  of  good?     Proved? 

SENTENCE  4.  Observe  the  semicolons.  In  what  way 
are  parts  i  and  2  alike  ?  How  does  the  form  of  part  3 
differ  from  parts  i  and  2  ? 

SENTENCE  5.  Tell  your  invaders — what  ?  No  change 
—  from  what  ? 


1 68  TEACHING  TO  READ 


51.    THE   BLUE  AND  THE  GRAY 

1.  By  the  flow  of  the  inland  river, 

Whence  the  fleets  of  iron  have  fled, 
Where  the  blades  of  the  grave-grass  quiver, 
Asleep  are  the  ranks  of  the  dead,  - 
Under  the  sod  and  the  dew, 

Waiting  the  judgment  day ;  — 
Under  the  one,  the  Blue; 
Under  the  other,  the  Gray. 

2.  Those  in  the  robings  of  glory, 

These,  in  the  gloom  of  defeat, 
All  with  the  battle-blood  gory, 
In  the  dusk  of  eternity  meet ;  — 
Under  the  sod  and  the  dew, 

Waiting  the  judgment  day ;  — 
Under  the  laurel,  the  Blue; 
Under  the  willow,  the  Gray. 

3.  From  the  silence  of  sorrowful  hours 

The  desolate  mourners  go, 
Lovingly  laden  with  flowers 
Alike  for  the  friend  and  the  foe;  - 
Under  the  sod  and  the  dew, 

Waiting  the  judgment  day ;  — 
Under  the  roses,  the  Blue ; 
Under  the  lilies,  the  Gray. 

4.  So  with  an  equal  splendor 

The  morning  sun-rays  fall, 
With  a  touch,  impartially  tender, 
On  the  blossoms  blooming  for  all ;  - 
Under  the  sod  and  the  dew, 

Waiting  the  judgment  day ;  — 
'Broidered  with  gold,  the  Blue; 
Mellowed  with  gold,  the  Gray. 


STUDIES  IN  CONTRAST  169 

5.  So,  when  the  summer  calleth, 

On  forest  and  field  of  grain, 
With  an  equal  murmur  falleth 
The  cooling  drip  of  the  rain  ;  - 
Under  the  sod  and  the  dew, 

Waiting  the  judgment  day;  - 
Wet  with  the  rain,  the  Blue ; 
Wet  with  the  rain,  the  Gray. 

6.  Sadly,  but  not  with  upbraiding, 

The  generous  deed  was  done ; 
In  the  storm  of  the  years  that  are  fading, 
No  braver  battle  was  won ;  - 
Under  the  sod  and  the  dew, 

Waiting  the  judgment  day ;  — 
Under  the  blossoms,  the  Blue ; 
Under  the  garlands,  the  Gray. 

7.  No  more  shall  the  war-cry  sever, 

Or  the  winding  rivers  be  red ; 
.     They  banish  our  anger  forever 

When  they  laurel  the  graves  of  our  dead  ! 
Under  the  sod  and  the  dew, 

Waiting  the  judgment  day ;  - 
Love  and  tears  for  the  Blue ; 
Tears  and  love  for  the  Gray. 

FRANCIS  MILES  FINCH. 


51.  The  poem  .  .  .  commemorates  the  noble  action  of  the 
women  of  Columbus,  Mississippi,  who  on  Decoration  Day 
strewed  flowers  alike  on  the  graves  of  the  Federal  and  Con- 
federate soldiers.  In  pathos  and  beauty  of  sentiment  it  is 
one  of  the  finest  poems  in  the  English  language.  The  beauties 
of  antithesis  were  never  better  illustrated.  Words  are  wedded 
to  the  sense,  as  will  be  seen  in  the  solemn  English  forms 
"calleth"  and  "falleth."  It  is  certain  that  this  poem,  "In 
the  storm  of  the  years  that  are  fading,"  has  done  much  to 
allay  sectional  strife.  Old  Glory  _  ALB£RT  EUAS  MALTfiy 

TURNER,  TEACH.  TO  READ — 12 


170  TEACHING  TO  READ 

STANZA  I.  Observe  the  smoothness  of  lines  I  and  2, 
the  idea  in  quiver  and  the  keynote  value  of  asleep. 
Repetition  has  not  begun  in  stanza  I  and  the  refrain  is 
new  throughout. 

STANZA  2.  Observe  the  contrast  not  only  in  words, 
but  also  in  the  figurative  expressions  in  lines  I  and  2. 
What  were  the  robings  of  glory? 

The  irrepressible  brightness  which  victory  lends 
even  to  death  touches  the  poem  here  and  there  and 
keeps  it  from  being  a  dirge.  Except  for  this  one 
point,  the  poet's  treatment  of  the  soldiers  is  the  same 
throughout. 

Observe  the  balances.     Those  -  -  these all. 

Eternity  suggests  the  judgment  of  individual  men. 

Dusk  of  eternity.  —  Compare  "night  of  death"; 
"morning  of  the  resurrection." 

What  is  the  prevailing  sentiment  of  the  refrain? 
Ans.  Solemnity,  —  waiting  the  judgment  day.  Through 
laurel  we  feel  the  wreath  of  victory,  but  sadness  breathes 
through  willow. 

Stanzas  I  and  2  may  be  regarded  as  introductory. 

STANZA  3.  Entrance  of  the  women  —  desolate  mourners 
—  whose  grief-stricken  hearts  have  been  ennobled 
through  lessons  of  suffering  and  sympathy  and  love. 
Theirs  not  to  judge ;  —  the  friend  and  the  foe9  are  wait- 
ing the  judgment  day. 

Are  not  the  roses  just  a  little  brighter  ?  Change  the 
words  and  see  if  you  like  the  effect  equally  well. 

STANZA  4.    So.  —  How?    Ans.  Just  as  the  women  did. 

What  new  phase  of  equal  treatment  is  introduced  ? 
Who  is  the  actor  ? 

Do  we  need  the  commas  after  fall  and  tender? 


STUDIES  IN  CONTRAST  171 

The  new  actor  is  allowed  to  touch  the  refrain,  and  he 
'braiders  with  gold  the  Blue,  while  he  mellows  with  gold 
the  Gray. 

STANZA  5.  So.  —  How  ?  Another  actor  is  meeting 
them  equally  :  What  else  can  the  North  do  ? 

Catch  the  liquid  melody  of  the  long  open  vowels,  - 
equal  murmur  falleth  the  cooling  drip  (compare  the  idea 
of  drip  with  that  of  murmur]  of  the  rain. 

The  refrain  of  the  judgment  day  is  now  old  and  there 
is  no  difference  in  the  treatment  expressed  in  the  closing 
lines. 

STANZA  6.  Stanzas  3,  4,  and  5  may  be  said  to  repre- 
sent a  series  of  ideas.  Stanza  6  reverts  in  thought  to 
stanza  3  and  the  story  begins  to  draw  to  a  close. 

Meaning  of  upbraiding?  Sadly;  it  must  be  ex- 
pected that  it  would  be  done. 

No  braver  battle  —  than  what  ? 

Was  won  —  when  ? 

The  judgment  day  is  still  the  one  of  eternity  in  stanza 
2 ;  while,  in  the  flowers,  we  sense  a  touch  of  hope  and 
brightness  in  blossoms  that  changes  to  one  of  sadder 
melody  (garlands)  for  the  Gray. 

STANZA  7.     Conclusion. 

From  the  standpoint  of  which  section  of  the  country 
is  it  written  ? 

Catch  the  ringing  note  of  love.  Heart  has  touched 
heart  ! 

The  refrain  leaves  them  where  it  first  found  them,  — 
waiting  the  judgment  day,  in  the  equality  of  man  for  man. 
The  heart  of  the  North  speaks  in  the  arrangement : 

Love  and  tears  for  the  Blue ; 
Tears  and  love  for  the  Gray. 


172  TEACHING  TO  READ 

Reread,  applying  your  understanding  of  Contrast : 

Chap.      I,  Nos.  16,  25,  27. 
Chap.  Ill,  Nos.  16,  34. 
Chap.  IV,  No.  28. 
Chap.    V,  Nos.  12,  28,  29,  33. 

SUGGESTIVE  STUDIES  FOR  WRITTEN  REVIEW 

1.  Of  what  value  is  the  use  of  contrast  in  literature  ? 

2.  Give    two  examples   between  No.    I    and   No.  8 
of  a  positive  statement  followed  by  a  negative  state- 
ment. 

3.  Express  the  thought  of  No.  13  in  your  own  words. 

4.  Mark  the  contrasted  ideas  in  No.  35  (/v). 

5.  Between  what  thoughts  does  the  contrast  lit    in 
No.  37  ? 

6.  What  method  of  contrast  have  the  poets  used  in 
Nos.  38  and  39,  and  what  is  the  effect 

7.  (No.   41.)      Explain    the    meaning    of    he   never 
wronged  his  conscience;    the  difference  in  meaning  be- 
tween intrigue  and  trickt-ry. 

\Vh:it  icnool  taught  the  doctrine  of  pa ssive  obedience? 
What  is  th.-it  doctrine  ? 

8.  (No.  42.)     What  contrast  is  implied  in  lines  5,  6, 
of  st.m/a  I  : 

9.  State  in  your  own  words  the  gist  of  No.  43. 


CHAPTER  VII 

STUDIES  IN  PARENTHETICAL  EXPRESSIONS, 
EXPLANATORY  CLAUSES,  AND  THE  LIKE 

Many  sentences  contain  expressions  thrown  more  or 
less  loosely  among  their  other  parts.  Sometimes  the 
expression  is  a  single  word  (see  No.  i),  and  certain 
words  are  generally  used  in  this  way ;  notably,  too, 
therefore,  however,  consequently.  Words  used  in  this 
manner  are  technically  spoken  of  as  parenthetical. 

Such  expressions,  however,  may  consist  of  one  word 
or  many,  of  one  phrase  or  clause  or  many  phrases  or 
clauses.  Sometimes  they  are  not  essential  to  the  mean- 
ing of  the  sentence  (3) ;  sometimes  they  modify  the 
thought  (5) ;  sometimes  they  present  an  additional 
thought  (14).  Often  they  come  between  two  impor- 
tant parts  of  the  sentence,  as  between  subject  and 
predicate  (16),  or  between  parts  of  a  quotation  (44), 
in  which  cases  they  may  be  termed  Intermediate  Ex- 
pressions. 

Closely  related  to  these  as  far  as  reading  is  concerned 
are  the  parenthetical  sentences  found  in  paragraphs 
(see  59),  and  the  parenthetical  paragraphs  occasionally 
found  on  pages. 

Sometimes  our  attention  is  attracted  to  these  ex- 
pressions by  brackets  (37),  which  tell  us  that  the  matter 
included  is  entirely  independent  of  the  sentence,  and 
may  have  been  inserted  by  a  person  other  than  the 

173 


174  TEACH IV,  TO  READ 

one  who  wrote  the  sentence;    but  much  more  often 
by  parentheses   (36),  dashes   (38),  or  commas  (4),- 
according  to  the  degree  of  "looseness,"  and  frequently 
according  to  the  particular  writer's  own  preference  in 
punctuation. 

Sometimes  parenthetical  and  intermediate  expres- 
sions are  explanatory  (16).  Explanatory  expressions 
present  a  variety  of  forms,  and  when,  as  in  the  case  of 
the  longer  examples  at  the  end  of  the  chapter,  we  come 
upon  a  paragraph  containing  a  variety  of  expressions 
(47),  it  requires  careful  thinking  to  get  all  the  parts 
straightened  out  in  the  mind,  and  then  it  requires 
careful  oral  practice  to  read  the  paragraph  so  that 
hearers  will  comprehend  the  entire  thought  and  see  the 
relationships  of  all  the  parts  of  the  sentence  as  plainly 
as  we  do.  It  is  easier  for  a  reader  to  catch  the  thought 
than  it  is  for  a  hearer,  because  the  reader  has  everything 
right  before  his  eyes,  including  some  very  plain  punc- 
t  u. IT  ion  marks,  to  help  him  out;  but  the  hearer  has 
nothing  but  the  spoken  words,  and  must  often  get 
much  of  the  thought  from  the  way  the  reader -groups 
the  words  and  the  way  he  utters  them. 

Now  the  essential  in  saying  things  correctly  is  think- 
ing them  correctly.  The  short  sentences  at  the  be- 
ginning of  the  chapter  are  easy  to  read.  Why  ?  Be- 
cause we  have  spoken  others  like  them  many  times. 
We  have  had  practice  in  saying  such  things  —  abundant 
practice.  But  we  have  had  comparatively  little  prac- 
tice in  either  thinking  or  speaking  longer  and  more 
complicated  sentences.  So  we  lead  up  to  them  grad- 
uallv,  making  each  step  plain  as  we  go,  —  which,  in 
all  difficult  problems,  is  the  only  logical  way. 


STUDIES  IN   PARENTHETICAL  EXPRESSIONS         175 

PEDAGOGICAL  INTRODUCTION 

The  direction  usually  printed  for  the  reading  of 
parenthetical  expressions  is  to  use  a  lower  tone  of  voice 
and  a  more  rapid  delivery.  One  might  rely  entirely 
upon  such  direction  in  reading  short  parenthetical 
expressions  in  which  the  thoughts  are  entirely  uncon- 
nected ;  but  as  we  come  upon  sentences  containing  in- 
serted expressions  related  to  the  main  thoughts  in 
manifold  degrees  of  closeness  and  looseness,  we  are 
obliged  to  reason  out  for  ourselves  the  manner  in  which 
each  should  be  read. 

The    reading   of  sentences    containing   inserted    ex- 
pressions may  be  indicated  roughly  as  follows  : 
a  b 

The  difficulty  in  teaching  the  reading  of  such  sen- 
tences lies  not  in  getting  the  pupils  to  change  the  pitch, 
but  in  getting  them  to  change  it  at  a  and  to  return 
to  it  at  b  in  such  a  manner  that  the  second  half  of  the 
main  thought  will  be  unmistakably  linked  with  the 
first  half;  in  other  words,  to  leave  the  main  thought 
at  a  in  such  a  way  that  the  hearer  knows  it  is  to  be 
taken  up  again,  and  to  take  it  up  at  b  in  such  a  way 
that  the  listener's  mind  immediately  links  b  back  to  a. 

The  difficulty  lies  in  the  fact  that  the  pupil  has  either 
not  grasped  the  connection,  or,  having  grasped  it, 
has  failed  to  hold  the  first  part  of  the  leading  thought 
in  mind  while  he  disposed  of  the  inserted  portion. 

What  can  the  teacher  do  ?  She  can  stop  and  teach 
that  sentence.  She  can  place  it  upon  the  blackboard 
where  it  can  be  marked  and  the  relations  shown. 
There  is  inspiration  for  the  reading  class  in  having 


176  TEACHING  TO  READ 

every  eye  attracted  to  the  same  spot.  Much  time 
also  is  saved  when  the  teacher  can  point  to  just  what 
she  is  talking  about  or  asking  questions  about,  and  need 
not  wait  for  fifteen  or  twenty  pupils  to  find  it  in  fifteen 
or  twenty  books  at  as  many  different  rates  of  speed. 

Various  devices  may  be  used  to  cause  the  different 
expressions  in  the  sentence  to  stand  out  by  themselves, 
or  to  show  their  relations  one  to  another.  The  main 
thought  may  be  underlined  ;  parentheses  or  brackets 
may  be  used  ;  colored  crayon  may  be  brought  into  ser- 
vice; arrows  will  call  attention  to  related  words;  and 
spacing  and  lining  can  be  used  to  advantage.  Thus  : 


Tin-  ^liip  It  :ips    .is   it    v.i  n    tV-Mii  |.i!|,,v.   in  hill 
The  shi|  .is  it  were)  from  billmv  t<»  l>ill<>\v. 

The  ship  leaps   as  it  were  from  billow  to  billow. 
The  ship  leaps  from  billow  to  billow 

as  it  were 

But  whatever  device  is  used,  it  should  be  put  aside 
the  moment  it  has  accomplished  its  purpose,  and  a 
tin.il  test  be  made  through  a  reading  from  the  book. 

Closing  the  study  of  the  chapter,  each  pupil  may  be 
required  to  bring  in  the  most  difficult  sentence  or  para- 
graph that  he  can  find  and  present  it  before  the  class. 
Stimulate  pride  in  presenting  a  selection  so  clearly.  that 
there  is  no  confusion  in  the  minds  of  those  who  listen. 

Let  the  test  of  reading  be  dual  : 

How  well  does  the  reader  give  the  thought  ?  How 
thoroughly  does  the  class  comprehend  it  ? 

How  clearly  does  the  reader  understand  the  thought 
himself  ?  How  clearly  does  the  class  get  the  thought  ? 

Test  both  by  questioning. 


STUDIES  IN  PARENTHETICAL  EXPRESSIONS         177 

SELECTIONS  AND  SUGGESTIVE  STUDIES 

1.  Let    us,    therefore,    give   heed   to   his    advice.     I 
think,  on  the  whole,  it  is  good. 

2.  The  vessel,  you  must  understand,  was  so  long  and 
broad  and  ponderous  that  the  united  force  of  all  the 
fifty  was  insufficient  to  shove  her  into  the  water. 

3.  We   know  the   uses  —  and   sweet  they   are  —  of 
adversity. 

4.  The  tramp,  who  proved  to  be  a  soldier  in  dis- 
guise, led  the  way  down  a  dark,  narrow  alley  to  the 
river  bank. 

5.  The  wall,  judging  by  the  outward   appearance, 
will  require  no  repair. 

6.  We,  the  people  of  the  United  States,  do  hereby 
ordain  and  establish  this  Constitution. 

7.  We,    the    undersigned,    citizens   of  the    State   of 
Ohio,  do  humbly  petition,  etc. 

i,  2.  Simplest  forms  of  inserted  word,  phrase,  and 
clause,  —  not  essential  to  the  meaning. 

What  does  the  presence  of  each  suggest  ?  [Suggestive 
Ans.  The  insertion  of  therefore  shows  that  the  advice 
is  based  upon  reasons  previously  stated.] 

3.  An  inserted  statement  having  no  necessary  con- 
nection with  the  main  part  of  the  sentence. 

What  do  the  dashes  say  ? 

4.  Not  essential,  but  an  additional  thought. 

5.  A  phrase  that  modifies  the  meaning. 

6.  7.  A  single  explanation,  and  a  double  explanation, 
-  "Secondary  Explanatory." 


178  TEACHING  TO  READ 

8.  Captain  William  Robinson,  a  Cornishman,  com- 
mander of  the  Hopewell,  a  stout  ship  of  three  hundred 
tons,  came  to  my  house. 

9.  Hermes  went  to  Hades,  the  dark  and  stern  king, 
for  Persephone,  the  daughter  of  Demeter,  the  goddess 
of  vegetation  and  of  useful  fruits. 

It  is  important  that  we  notice  exactly  what  an  appended  or 
inserted  portion  refers  to  or  explains  (10-17). 

10.  He  quoted  the  adage,  "A  penny  saved  is  a  penny 
earned." 

11.  Cyrus  W.  Field's  scheme,  to  unite  the  two  con- 
tinents by  cable,  was  finally  successful. 

12.  The  man  has  that  which  is  better  than  wealth, 
an  honest  reputation. 


8.  One  of  the  parts  of  a  double  explanation,  in  turn, 
explained. 

Be  careful  that  the  Captain  does  not  become  the 
ship  of  three  hundred  tons. 

9.  Demeter,  not  Persephone,  was  the  Greek  goddess 
of  vegetation  and  useful  fruits. 

Hermes,  the  Greek  messenger  of  the  gods,  and  inventor  of 
tin  lyre. 

Hades,  the  Greek  name  for  Pluto,  the  lord  of  the  infernal 
regions.  The  mythological  story  goes  that  he  seized  Per- 
sephone while  she  was  plucking  flowers  and  carried  her  to 
the  lower  regions  to  be  his  wife. 

10.  Explanatory  of  a  single  word.     Position  at  end. 

11.  Explanatory  of  a  modified  word  and  its  modifier. 
Position  inserted.     Field's  scheme  (articulation). 


,  STUDIES  IN  PARENTHETICAL  EXPRESSIONS         179 

13.  King  James  abdicated  and  went  to  France  —  a 
voluntary  act. 

14.  Cultivate  in  every  way,  especially  by  observa- 
tion, your  perceptive  faculties. 

15.  Tobacco  —  a  nauseating  plant  that  is  consumed 
by  but  two  creatures  —  a  large  green  worm  and  man. 
The  worm  doesn't  know  any  better. 

The  Foolish  Dictionary. 

16.  Clarissa  (such  was  the  lady's  name)  smiled  down 
into  the  face  of  the  child. 

17.  Do  you  still  expect  (I  hope  from  what  you  have 
written  me  that  you  do)  to  be  able  to  visit  us  ? 

12.  Explanatory  of  preceding  clause. 
The  man  has  an  honest  reputation. 

13.  Refers  to  all  that  precedes.     Position  at  end. 

14.  A    reference    to    the    whole  proposition,  —  both 
what  precedes  and  what  follows. 

Compare  with  No.  13.  Why  is  No.  14  harder  to 
read  ? 

15.  An  explanatory  definition,  which  in  turn  uses  an 
explanation. 

16.  Compare  with  No.   10.  —  How  are  they  alike? 
(In  both  having  a  portion  explanatory  of  a  single  word.) 

How  are  they  different  ?  (In  the  position  of  the 
explanatory  portions ;  etc.)  Notice  the  grammatical 
position  of  the  insertion.  —  Between  what  ? 

17.  Abrupt  insertion  in  a  question. 

Compare  its  grammatical  position  with  that  of  the 
parenthesis  in  No.  16.  Compare  it  with  No.  14. 


180  TEACHING  TO  READ 

It  is  important  that  we  notice  methods  of  punctuating  inserted 
portions  (18-22). 

1 8.  At  the  Battle  of  Lexington,  seven  Americans  - 
the  first  martyrs  of  the  Revolution  —  were  killed. 

19.  The  great  golden  eagle,  the  pride  and  the  pest  of 
the  parish,  swooped  down  and  flew  away  with  some- 
thing in  his  talons. 

20.  Five  days  afterward  (September  18,  1759),  the 
city  and  the  garrison  capitulated. 

21.  New  England  has  more  weather  to  the  square 
inch  than  any  other  country  on  the  globe.     [Laughter.] 

22.  The  petals  of  the  daisy,  days  eye,  close  at  night 
and  in  rainy  weather. 

18-20.   Compare  No.  18  and  No.  19.     At  first  glance 

they    appear    alike.      Each    presents    an    additional 

thought,  and  both  are  unessential.     Then  why  were 

commas  used  in  19,  and  dashes,  which  are  supposed  to 

ate  a  wider  separation  of  the  thought,  used  in  18  ? 

Notice  how  easily  the  intermediate  expression  blends 
with  tin  main  thought  in  No.  19.  Then  note  the  patri- 
ot u  ilmmtv  that  surrounds  the  insertion  in  No.  18, 
giving  it  a  greater  importance  and  correspondingly  sepa- 
rating it  from  the  main  thought.  Read  No.  18  and  then 
No.  19,  trying  to  feel  the  difference. 

Compare  No.  18  and  No.  20. 

A  technical  explanation  of  the  punctuation  of  these 
sentences,  for  the  pupils  who  will  understand  it,  is : 
No.  20  presents  a  genuine  parenthesis ;  No.  19  is 
merely  an  appositive;  No.  18  is  something  more  than 
an  appositive.  It  is  equivalent  to  "and  they  were,'* 
etc.,  and  refers  to  a  future  time;  that  is,  there  is  a  dis- 


STUDIES  IN  PARENTHETICAL  EXPRESSIONS         i8l 

It  is  important  that  we  notice  the  punctuation  of  appended 
portions.  (23-30). 

23.  It  is  with  words  as  with  sunbeams  —  the  more 
they  are  condensed,  the  deeper  they  burn. 

24.  Mankind  is  divided  into  five  races  :    the  Cau- 
casian, the  Mongolian,  the  Ethiopian,  the  Malay,  and 
the  American. 

25.  Some  men  distinguish  the  history  of  the  world 
into  four  ages ;   viz.,  the  golden  age,  the  silver  age,  the 
brazen  age,  and  the  iron  age. 

tinct  difference  in  sense,  which  makes  it  parenthetical. 
Which  of  the  insertions  in  Nos.  1-20  are  appositive  ? 

21.  An  insertion  to  show  how  a  remark  was  received 
by  the  audience.     Story  : 

Lawley.  (Expert  shorthand  reporter.)  "  I  say,  James,  the 
boy  from  the  newspaper  office  has  called  for  the  report  of 
that  lecture.  Is  it  finished  ? " 

James.  "  All  but  a  short  sentence  in  the  middle  of  it,  and 
I  can't  for  the  life  of  me  make  out  from  my  notes  what  it  is." 

Lawley.    "Oh,  just  put  in  ' great  applause'  and  let  it  go." 

James  acted  on  the  suggestion,  and  the  lecture  was  sent 
for  publication  with  the  doctored  part  reading  :  "  Friends,  I 
will  detain  you  but  a  few  moments  longer.  [Great  applause.] " 

22.  Explanatory     of    word      origin.       Anglo-Saxon 
dages-eage  (dceg,  day,  and  eage,  eye),  day's  eye.      The 
true  European  daisy,  —  not  the  American  one. 

23.  Explanatory  comparison. 
24-27.  Compare  the  punctuation. 

25.  Viz.,  a  modification  of  the  Latin  word  videlicet,  mean- 
ing namely.  Distinguish,  to  divide;  to  separate. 

Determine  the  value  of  the  repeated  word. 


1 82  TEACHING  TO  READ 

26.  Always  have  some  solid  reading  in  hand ;    i.e., 
some  work  or  author  which  we  carry  forward  from  one 
day  to  another,  or  one  hour  of  leisure  to  the  next,  with 
persistence,  till  we  have  finished  whatever  we  have 
undertaken.  Bookj  and  fading  —  NOAH  PORTER. 

27.  To  Greece  we  are  indebted  for  the  three  principal 
orders  of  architecture :  namely,  the  Doric,  the  Ionic, 
and  the  Corinthian. 

28.  Steam  is  like  air  in  three  ways.     It  is  very  thin  ; 
it  is  very  elastic,  —  that  is,  it  has  great  springiness ; 
and  you  cannot  see  it. 


26.  I.e.,  Latin,  id  fst,  "  that  is." 

I/arf  what  ?     What  kind  of  reading?     How  much  ? 
When  ? 

What  is  the  difference  between  work  and  author? 
Carryforward.  —  When  ?     How  ?    To  what  extent  ? 

27.  Doric  columns  are  distinguished  for  simplicity   and 
stuiiRth.     Ionic  columns  are  more  slender  than  the  Doric, 
with  a  spiral  scroll   <.Mpit.il  and   a   fluted  shaft.      Corinthian 
columns  are  tin  m<>st  ornate  of  columns.     (See  Dictionary.) 

28.  Entirely  separate.     An  explanatory  series,  one 
member  of  which,  in  turn,  has  an  explanatory  clause. 
Note  the  semicolons. 

29.  Count  what  to  bf  grandly  true?     Ans.   This  thing. 
—  Which  thing?     Phrase  correct ly. 

Weigh   the   value  of  the  modified  words   and   the 
modifiers. 

Gradatim,  gradually;   step  by  step. 
Memorize. 


STUDIES  IN   PARENTHETICAL  EXPRESSIONS         183 

29.  I  count  this  thing  to  be  grandly  true : 

That  a  noble  deed  is  a  step  toward  God, 
Lifting  the  soul  from  the  common  clod 
To  a  purer  air  and  a  broader  view. 

Gradatim  —  JOSIAH  GILBERT  HOLLAND. 

30.  Here  on  this  beach  a  hundred  -years  ago, 
Three  children  of  three  houses,  Annie  Lee, 
The  prettiest  little  damsel  in  the  port, 
And  Philip  Ray,  the  miller's  only  son, 
And  Enoch  Arden,  a  rough  sailor's  lad, 
Made  orphan  by  a  winter  shipwreck,  play'd 
Among  the  waste  and  lumber  of  the  shore. 

Enoch  Arden  —  ALFRED  TENNYSON. 


30.  An  explanatory  series,  each  part  of  which  contains 
a  secondary  explanation,  the  third  secondary  explana- 
tion having  an  additional  thought  appended.  The 
use  of  commas  throughout  adds  to  the  difficulty  in 
reading  the  paragraph.  Note  how  parenthetical  dashes 
would  have  aided  the  reader.  And  yet  do  we  really 
need  them  ?  We  have  a  key  to  the  parenthetical 
portion  in  the  word  three. 

"  Enoch  Arden  "  is  one  of  Tennyson's  most  popular  poems. 
Concerning  it,  Henry  van  Dyke  writes  in  the  preface  to  "The 
, Poetry  of  Tennyson"  that  it  was  the  key  that  let  one  happy 
fourteen-year-old  boy  [himself]  "  into  the  garden  and  palace 
of  poetry  .  .  .  not  that  this  was  his  first  book  of  poems  .  .  . 
but  hitherto  poetry  had  seemed  to  him  like  something  foreign 
and  remote,  much  less  interesting  than  fiction  and  even  than 
some  kinds  of  history.  .  .  .  But '  Enoch  Arden  '  belonged  to 
life.  It  was  a  story  about  real  people.  And  then  it  was  so 
beautifully  told.  There  was  such  a  glow  in  it,  such  splendid 
color,  such  a  swing  and  sweep  of  musical  words,  such  a  fine 


1 84  TEAc  O  READ 

The  reasons  for  insertions  and  additions  differ  (31-39). 

31.  In    Acts    21:15,   we   read,  "We   took   up  our 
carriages  [luggage]  and  went  up  to  Jerusalem." 

32.  "I  will  read  you  their  letter  to  Congress."     [Here 
the  letter  was  read,  surrendering  the  power  as  aforesaid.] 

33.  My  friend  who  sits  above  me  (Mr.  Yelverton) 
has  a  bill  of  confirmation  ;  we  do  not  come  unprepared 
to  Parliament. 

34.  Hamlet.     I    am    very   glad    to   see   you.  —  [To 

Bernardo] 
Good  even,  sir. 

Handet.     Act  1.   *Scent  // —  WILLIAM  SHAKESPEARE. 

35.  Captain  Absolute.     Now  for  a  parental  lecture. 

Yr  Sir  dnthony  Absolute,) 
Sir,  I  am  delighted  to  see  you  here,  and  look- 
>  well !    Your  sudden  arrival  at  Bath  made  me 
apprehensive  for  your  health. 

The  Rivals.     Act  II.     Scfftf  I  —  RICHARD  BRINSLEY  SHERIDAN. 


put ure  of  a  brave  man  .  .  .  why,  this  was  as  good  as  any 
novel  — yes,  somehow  if  was  better,  for  there  was  a  charm 
in  the  very  movement  of  the  verse  .  .  .  that  seemed  to  stir 
the  feelings  and  make  them  deeper  and  fuller.  So  the  boy 
ne  a  lover  of  poetry  .  .  .  and  began  to  look  around  him 
for  other  poems  which  should  give  him  the  same  kind  of 
pleasure." 

31.  The  insertion  of  a  word  to  explain  an  obsolete 
word. 

To  help  correct  expression,  read,  inserting  that  is. 

32.  The  insertion  of  a  sentence  explaining  a  proceed- 
ing apart  from  the  speech. 


STUDIES  IN  PARENTHETICAL  EXPRESSIONS         185 

36.  What  grave  (These  are  the  words  of  Wellesley, 
speaking  of  the  two  Pitts)  contains  such  a  father  and 
such  a  son  ! 

37.  "He  [the  Most  High]  gave  to  thee  [Columbus] 
the  keys  of  those  gates  of  the  ocean  .  .  .  which  were 
fast  closed  with  such  mighty  chains." 

The  Dream  of  Columbusy  narrated  in  his  letter  to  the  King  and 
Queen  of  Spain. 

38.  I  have  seen  thousands  —  or  more  properly,  tens 
of  thousands  —  of  these  insects   feeding  together  on 
the  rich  grass  of  the  prairies. 

39.  The  comparison  of  two  ambitious  men  (Napoleon 
to  Caesar),  two  rich  men  (Vanderbilt  to  Croesus),  two 
beautiful  women  (Eve  to  Venus),  does  not  constitute  a 
good  simile  or  metaphor. 

33.  An  inserted  explanation  of  a  reference  that  other- 
wise might  not  be  sufficiently  definite. 

Be  careful  that  you  do  not  allow  the  inserted  portion 
to  destroy  the  continuousness  of  the  main  idea. 

34,  35.  Insertion  of  stage  directions  in  dialogue. 

To  be  given  clearly  and  plainly,  but  wholly  uncolored 
by  the  conversational  style  of  the  dialogue. 

36.  An  insertion  stating  the  origin  of  a  quotation, 
in  order  to  give  it  added  weight. 

Pitt,  see  Lord  Chatham,  No.  21,  page  234. 

.     37.  Making  references  plain. 

38.  Inserting  a  correction. 

39.  A  series  of  explanatory  illustrations. 

Do  not   allow  the  inserted  portions  to  destroy  the 
continuousness  of  the  main  thought. 

TURNER,  TEACH.  TO  READ 13 


1 86  TEACHING  TO  READ 

The  forms'of  insertions  may  vary  (40-43). 

40.  The  United  States  —  What  American  will  doubt 
it  ?  —  is  the  most  glorious  nation  under  the  sun. 

41.  She  managed  the  matter  so  well  (Oh,  she  was  a 
genius  at  tact  !)  that  the  angry  children  were  smiling 
at  each  other  before  they  realized  that  she  was  there 
as  a  peacemaker. 

42.  Know  then  this  truth  (enough  for  man  to  know) : 
"Virtue  alone  is  happiness  below." 

An  Essay  on  Man.    Epistle  IV  —  ALEXANDER  POPE. 


4°~43-  Question;  exclamation;  statement;  dia- 
logue. 

42.  Know  then  —  what  ? 

"Virtue  alone  is  happiness  below"  is  a  what  ?  Ans.  A 
truth.  What  is  the  meaning  of  virtue?  What  is  the 
sense  of  alone?  Where  is  below? 

Compare  No.  42  with  No.  14.  Why  is  42  more 
difficult  to  read  ?  Ans.  In  14  the  inserted  portion 
breaks  a  simple  statement  (Cultivate  your  perceptive 
faculties) ;  in  42,  it  comes  between  an  explanation 
and  a  statement,  which  is  a  step  more  difficult.  The 
reader  must  read  truth  in  such  a  way  that  a  hearer 
will  know  instinctively  that  it  is  going  to  be  explained. 
He  must  read  the  parenthetical  expression  in  such  a 
way  that  the  hearer  will  know  instinctively  that  it  is 
not  the  explanation.  Then  he  must  read  the  explana- 
tion in  such  a  way  that  the  hearer  immediately  recog- 
nizes it  as  such  and  instinctively  links  it  with  truth. 
To  do  this  the  pupil  must  first  get  the  thought,  then 


STUDIES  IN  PARENTHETICAL  EXPRESSIONS         187 

43.  The  Frenchman  first  in  literary  fame, 
(Mention  him,  if  you  please.     Voltaire  ?  - 

The  same) 

With  spirit,  genius,  eloquence  supplied, 
Lived  long,  wrote  much,  laughed  heartily, 

and  died. 

44.  "The  place  at  which  we  entered  the  lake/' to  use 
the  words  of  Joliet,  "is  a  harbor  very  convenient  to 
receive  ships  and  to  give  them  protection  against  the 
wind.  History  of  the  United  States  —  GEORGE  BANCROFT. 

45.  "We    are   Illinois,"    said   they,  —  that  is,  when 
translated,    "We    are    men;"     and    they    offered    the 
calumet.          History  of  the  United  States  —  GEORGE  BANCROFT. 


he  must  hold  his  conception  of  it,  in  its  entirety,  long 
enough  not  only  to  express  the  several  ideas  in  the 
sentence,  but  also  to  show  the  exact  relationship  of 
each  to  the  others. 

44.  A  very  common  form  of  insertion. 
Read,  first,  omitting  inserted  portion. 
What  does  and  connect  ?  —  Phrase  correctly. 

45.  A  step   more   difficult   because   of  the  inserted 
explanation. 

Read,  omitting  that  zV,  when  translated. 
Read,  omitting  when  translated. 
Read,  omitting  said  they. 

Calumet. — Among  the  American  Indians,  a  pipe  used  for 
smoking  tobacco,  having  a  bowl  made  of  soft  red  stone  and 
a  long  reed  for  the  stem,  usually  ornamented  with  feathers. 
It  is  used  as  a  symbol  of  peace  and  war,  to  seal  compacts, 
and  as  a  mark  of  welcome  to  strangers.  (Webster.) 


1 88  TEACHING  TO  READ 

46.  Tom  Jones,  who,  bad  as  he  is,  must  serve  for 
the  hero  of  this  history  ["The  History  of  Tom  Jones," 
by  Henry  Fielding]  had  only  one  friend  among  all  the 
servants  of  the  family  of  Mr.  Airworthy.     This  friend 
was  George  Seagrin,  the  gamekeeper,  commonly  known 
as  "Black  George." 

47.  "It    is    Sunday    afternoon,    and    Erie-    'Mad 
Anthony    Wayne's*    old    headquarters  —  has    donned 
its  Sunday  clothes,  and  turned  out  by  hundreds  to 
see  the  great  snowplow"  [a  railroad  snowplow]  "come 
in,  —  its  first  voyage  over  the  line." 

46-    Tom  Jones t had  only,  etc 

who must  serve  .  .  ( ] 

bad  as  he  it 

Read  the  main  thought. 

Read,  inserting  who  must  serve  for  the  hero  of  this 
history. 

Read  again,  inserting  the  portion  within  the  brackets. 

Read  again,  inserting  bad  as  he  is. 

Did  you  link  must  serve  with  who,  and  had  only,  etc., 
with  Tom  Jones?  (Let  both  reader  and  hearers  judge.) 

47.  Trace  the  main  thought.  What  explanation  has 
been  inserted  by  the  person  quoting  it  ? 

Is  ' Mad  Anthony  Wayne's*  old  headquarters  an  ex- 
planation of  Erie,  or  an  additional  inserted  thought  ? 

What  is  the  first  thought  in  the  sentence  ?  Ans.  It 
is  Sunday  afternoon. 

What  does  and,  line  I,  connect  ? 

How  many  things  has  Erie  done  ? 

Can  you  show  the  quoted  part  as  you  read  the 
insertion  ? 


STUDIES  IN  PARENTHETICAL  EXPRESSIONS         189 

48.  No  pencil  has  ever  yet  given  anything  like  the 
true  effect  of  an  iceberg.     In  a  picture,  they  are  huge, 
uncouth   masses   stuck  in  the   sea ;    while  their  chief 
beauty  and  grandeur,  —  their  slow,  stately  motion,  the 
whirling  of  the  snow   about  their  summits,   and  the 
fearful   groaning   and   cracking  of  their   parts,  —  the 
picture  cannot  give. 

Two  Years  Before  the  Mast  —  RICHARD  HENRY  DANA. 

49.  Only  a  sculptor  of  the  finest  imagination,  the 
most  delicate  taste,  the  sweetest  feeling,  and  the  rarest 
artistic  skill  —  in  a  word,  a  sculptor  and  a  poet,  too  - 
could  have  first  dreamed  of  a  Faun  in  this  guise,  and 
then  succeeded  in  imprisoning  the  sportive  and  frisky 
thing  in  marble.     Thg  MarUe  faun  _  NATHANIEL  HAWTHORNE. 


Read  the  second  thing  that  Erie  has  done. 

What  explanation  is  inserted  ?  Between  what  parts 
of  the  sentence  is  it  inserted  ? 

What  thought  is  appended  ? 

Read,  omitting  the  insertions  and  the  appended 
thought.  Reread,  adding  the  appended  thought. 

Reread,  adding  the  insertions. 

Dashes,  single  or  parenthetical,  usually  indicate  abrupt 
changes  in  construction  or  sentiment.  —  Is  it  so  here  ? 

48.  Read  many  times  until  the  relative  thought 
value  of  the  words  has  been  determined  upon  :  pencil; 
ever  yet;  anything  like ;  true  effect;  of  an  ice- 
berg; picture;  huge  uncouth  masses  stuck  in  the  sea; 
chief  beauty  and  grandeur;  slow  stately  motion; 
whirling  of  the  snow  about  their  summits;  fearful 
groaning  and  cracking  of  their  parts  the  picture 
cannot  give. 


190  TEACHING  TO  READ 

50.       And  while,  with  care,  our  mother  laid 
The  work  aside,  her  steps  she  stayed 
One  moment,  seeking  to  express 
Her  grateful  sense  of  happiness 

s    For  food  and  shelter,  warmth  and  health, 
And  love's  contentment  more  than  wealth, 
With  simple  wishes  (not  the  weak, 
Vain  prayers  which  no  fulfillment  seek, 
But  such  as  warm  the  generous  heart, 

10  O'er-prompt  to  do  with  Heaven  its  part) 
That  none  might  lack,  that  bitter  night, 
For  bread  and  clothing,  warmth  and  light. 

Snow-Bound  —  JOHN  GREBNLBAP  WHITTIBR. 

Read  first  without  the  explanatory  insertion. 

What  relation  does  the  inserted  portion  bear  to  the 
main  thought  ?  Try  to  feel  the  meaning  expressed  in 
slow,  stately,  whirling,  cracking. 

49.  Observe  how  important  the  modifiers  are  to  the 
thought.  Sculptors  must  -possess  imagination,  but 
such  a  work  required  the  finest  imagination;  all  have 
taste,  but  it  required  the  most  delicate  taste;  all  have 
feeling,  but  this  required  feeling  of  a  special  kind,  —  the 
sweetest  feeling;  all  have  skill,  but  this  required  the 
rarest  artistic  skill. 

Faun  in  this  guise.  —  A  Faun  was  a  kind  of  rural  deity  in 
Roman  mythology.  Its  form  was  principally  human,  but 
\\ith  pointed  ears  and  projecting  horns,  and,  sometimes,  with 
cloven  feet.  The  Marble  Faun  referred  to  in  Hawthorne's 
book  is  the  statue  by  the  Greek  sculptor  Praxiteles.  The 
only  definite  sign  of  a  wild  animal  nature  in  that  statue  is 
the  terminating  of  the  ears  in  little  peaks  like  those  of  some 
animals,  and  yet  the  sculptor  has  somehow  imprisoned  in 
the  "sportive  and  frisky  thing"  all  the  characteristics  of 


STUDIES  IN  PARENTHETICAL  EXPRESSIONS         191 

Meanwhile  we  did  our  nightly  chores,  - 
Brought  in  the  wood  from  out-of-doors, 
Littered  the  stalls,  and  from  the  mows 
Raked  down  the  herd's-grass  for  the  cows ; 

:    Heard  the  horse  whinnying  for  his  corn ; 
And,  sharply  clashing  horn  on  horn, 
Impatient  down  the  stanchion  rows 
The  cattle  shake  their  walnut  bows ; 
While,  peering  from  his  early  perch 

>   Upon  the  scaffold's  pole  of  birch, 
The  cock  his  crested  helmet  bent 
And  down  his  querulous  challenge  sent/ 

Snow-Bound  —  JOHN  GREENLEAF  WHITTIER. 


creatures  that  dwell  in  the  woods  and  fields,  along  with  the 
kindred  qualities  of  the  human  being.  The  Faun  of  Praxiteles 
wears  a  lion's  skin. 

Note  that  the  series  in  sentence  2,  No.  48,  was  in 
the  inserted  portion  ;  in  No.  49  it  is  in  the  main  portion. 

50.  Is  there  any  reason  for  pairing  the  ideas  in  lines 
5  and  12  ? 

What  words  are  understood  in  line  6  ?     Compare : 

"The  poor  man  is  not  poor  with  content,  nor  the  rich  man 
rich  without  it." 

What  relation  does  the  parenthetical  portion  bear  to 
the  main  thought  ?     Ans.  It  is  a  negative  explanation. 
How  did  her  simple  wishes  differ  from  vain  prayers? 

"  Snow-Bound  "  is  a  picture  of  a  New  England  winter  and 
of  an  old-fashioned  American  country  home. 

51.  Meanwhile.  — While  the  storm  drew  on. 
How  many  lines  explain  the  chores? 


1 92  TEACHING  TO  READ 

52.  The  juniper  is  an  historical  tree,  and  has  been 
the  subject  of  many  interesting  traditions,  —  supposed 
by  the  ancients  to  yield  a  shade  that  was  injurious  to 
human  life;  the  emblem  of  faith,  because  its  heart  is 
always  sound  ;  the  bearer  of  fruit  regarded  as  a  panacea 
for  all  diseases,  and  a  magic  charm  which  was  thrown 
on  the  funeral  pile  to  protect  the  spirit  of  the  dead  from 
evil,  and  bound  with  the  leaves  to  propitiate  the  deities 
by  their  incense.  It  is  not  improbable  that  the  super- 
stitious notions  respecting  the  power  of  its  fruit  to 
heal  diseases  gave  origin  to  the  use  of  it  in  the  manu- 
facture of  certain  alcoholic  liquors ;  and  it  is  a  remark- 
able fact  that  universal  belief  in  its  virtues  as  a  panacea 
should  have  attached  to  a  plant  which  is  now  used  for 
no  important  medical  purpose  whatever  save  the  flavor- 
ing of  gin  !  A  year  Jmong  tkt  Trees  —  WILSON  FLAOO. 

How  many  charts  are  named  ?  How  many  are 
inferred  ?  Are  any  chores  directly  named  after  the 
first  semicolon  ? 

Stanchion  rows.  —  Stanchions  were  upright  vertical  bars  to 
\vlm-h  cattle  were  tied  in  a  stall  by  nu-ans  of  a  wooden  bow 
(walnut  bow).  The  bow  passed  around  the  animal's  neck 
and  was  attached  by  means  of  a  wooden  clasp.  This  rural 
method  <>t  t-.  MI-  i.itrle  may  still  be  found  in  a  few  of  the 
more  rural  localities  of  New  England. 

Liifrary  Readings  —  CHARLES  MADISON  CURRY. 

Explain  crested  htlmft.  Meaning  of  querulous 
challenge? 

52.  Sentence  I.  Note  the  use  of  the  comma  and 
dash.  —  Compare  with  No.  51. 

Have  we  had  any  explanatory  words  or  groups  of 
words  where  the  comma  only  was  used  ?  (See  No.  30.) 


STUDIES  IN  PARENTHETICAL  EXPRESSIONS         193 

53.  All  things   are  double,  one  against   another.  — 

1  Tit  for  tat ;    an  eye  for  an  eye ;    a  tooth  for  a  tooth ; 
blood  for  blood  ;  measure  for  measure  ;  love  for  love.  - 

2  Give  and  it  shall  be  given  you.  — 3  He  that  watereth 
shall    be    watered    himself.  — 4  What  will    you   have  ? 
quoth  God ;    pay  for  it  and  take  it.  —  5  Nothing  ven- 
ture,   nothing   have.  —  6  Thou   shalt   be   paid   exactly 
for  that  thou  hast;  done,  no  more,  no  less.  —  7  Who  doth 
not  work  shall  not  eat.  —  8  Harm  watch,  harm  catch.  - 

9  Curses  always  recoil  on  the  head  of  him  who  impre- 
cates them.  ...  It  is  thus  written,  because  it  is  thus 

•         1 "  £*  * 

Compensation  —  RALPH  WALDO  EMERSON 


Do  you  see  any  reason  for  the  difference  ?  Have  we  had 
the  dash  alone  ?  (See  No.  47 ;  49.)  Do  you  see  any 
reason  for  the  difference?  Variation  in  punctuation 
always  serves  to  prove  that  we  must  search  the  thought. 

Trace  the  semicolons  arid  phrase  accordingly.  It 
was  the  tree  that  yielded  a  shade,  and  was  the  emblem 
of  faith,  and  bore  the  fruit;  but  it  was  the  fruit  that  was 
regarded  as  a  panacea  (a  universal ( remedy),  and  as  a 
magic  charm,  and  was  thrown  on  the  funeral  pile  and 
bound  with  the  leaves.  So  we  have  semicolons  after 
life  and  sound  (main  divisions)  and  only  commas  after 
diseases  and  evil  (subdivisions). 

Note  that  the  explanatory  portion  deals  with  its 
shade,  its  heart,  and  its  fruit. 

The  fruit  was  regarded  as  how  many  and  what  things  ? 

How  many  and  what  things  were  done  with  the 
magic  charm? 

53.  Into  how  many  leading  parts  may  the  paragraph 
be  divided  ?  Ans.  Three :  a  leading  statement,  a 


194  TEACHING  TO  READ 

54.         Next,  the  dear  aunt,  whose  smile  of  cheer 
And  voice  in  dreams  I  see  and  hear, 
The  sweetest  woman  ever  Fate 
Perverse  denied  a  household  mate, 
s  Who,  lonely,  homeless,  not  the  less 
Found  peace  in  love's  unselfishness, 
And  welcome  whereso'er  she  went, 
A  calm  and  gracious  element, 
Whose  presence  seemed  the  sweet  income 
10  And  womanly  atmosphere  of  home,  - 
Called  up  her  girlhood  memories, 
The  hustings  and  the  apple-bees, 
The  sleigh  rides  and  the  summer  sails, 
Weaving  through  all  the  poor  details 
15  And  homespun  warp  of  circumstance 
A  golden  woof-thread  of  romance. 

Snow-Bound  —  JOHN  GREENLBAF  WHITTIBR. 

series   of  illustrative   expressions,    and    a   concluding 
statement. 

Study  the  arrangement  of  the  illustrative  expressions. 
To  begin  with,  they  are  arranged  in  groups  separated 
by  dashes.  Part  one  contains  a  series  of  well-known 
aphorisms  with  similar  meaning.  Trace  the  semicolons. 

Illustration  I.  An  eye  j or  an  eye,  and  a  tooth  for  a  tooth. 
—  Matlhtw  5:  38. 

Illustration  2.  Give  and  it  shall  be  given  you;  good  meas- 
ure, pressed  down  and  shaken  together.  —  Luke  6:  38. 

Illustration  3.  He  that  watereth  shall  be  watered  also  him- 
self.—  Proverbs  n:  25. 

Illustration  8.    "  //  you  watch  harm,  you  will  catch  harm" 

54.  Mr.  Whittier  describes  in  a  series, 

The  dear  home  faces  whereupon 
That  fitful  firelight  paled  and  shone. 


STUDIES  IN  PARENTHETICAL  EXPRESSIONS         195 

Each  took  his  part  in  contributing  to  the  fireside 
conversation  and  amusement  during  the  days  they 
were  shut  in.  See  Nos.  50  and  51. 

Lines  i,  2.  What  do  /  see?  What  do  /  hear?  When 
do  I  see  and  hear  them  ? 

Next,  the  dear  aunt  did  what  ?  We  must  go  to  line 
ii  for  our  answer,  —  Called  up,  etc.  All  that  goes 
between  is  explanatory  and  descriptive.  Be  very 
careful,  therefore,  of  the  way  in  which  aunt  is  left  in 
line  I.  It  must  be  left  in  such  a  way  that  a  hearer 
will  know  that  the  verb  is  missing,  and  Called  up  must 
be  linked  with  it  in  such  a  way  (by  pause,  inflection, 
etc.)  that  the  hearer  will  recognize  the  missing  verb. 
Between  aunt  and  Called  up  the  aunt  is  described  in, 

whose  smile  of  cheer 
And  voice  in  dreams  I  see  and  hear, 

and  further  described  in, 

The  sweetest  woman  ever  Fate 
Perverse  denied  a  household  mate, 

and  still  further  in, 

Who  [the  dear  aunt],  lonely,  homeless,  not  the  less 
Found  peace  in  love's  unselfishness, 
And  welcome  whereso'er  she  went, 

and  still  further  in, 

A. calm  and  gracious  element, 

Whose  presence  seemed  the  sweet  income 

And  womanly  atmosphere  of  home. 

Explain  Fate  perverse. 

Found  how  many  things  (line  6)  ? 

What  is  the  meaning  of  element  (line  8)  ? 


196  TEACHING  TO  READ 

55.  l  It  happened  upon  a  November  evening  (when 
I  was  about  fifteen  years  old,  and  outgrowing  my 
strength  very  rapidly,  my  sister  Annie  being  turned 
thirteen,  and  a  deal  of  rain  having  fallen,  and  all  the 
troughs  in  the  yard  being  flooded,  and  the  bark  from 
the  wood  ricks  washed  down  the  gutters,  and  even  our 
watershoot  going  brown)  that  the  ducks  in  the  court 
made  a  terrible  quacking,  instead  of  marching  off  to 
their  pen,  one  behind  another.  *  Thereupon  Annie  and 
I  ran  out  to  see  what  might  be  the  sense  of  it.  *  There 
were  thirteen  ducks  and  ten  lily-white  (as  the  fashion 
then  of  ducks  was),  not,  I  mean,  twenty-three  in  all, 
but  ten  white  and  three  brown-striped  ones ;  and  with- 
out being  nice  about  their  color,  they  all  quacked  very 
movingly.  4  They  pushed  their  gold-colored  bills  here 
and  there  (yet  dirty,  as  gold  is  apt  to  be),  and  they 
jumped  on  the  triangles  of  their  feet  and  sounded  out 
of  their  nostrils ;  ana  some  of  the  over-excited  ones  ran 
along  low  on  the  ground,  quacking  grievously,  with 
their  bills  snapping  and  bending,  and  the  roof  of  their 
mouths  exhibited.  __  RICHARO  BLAC|U-O|II. 


Lines  9,  10.  Phrase  correctly.  Whose  presence  seemed 
how  many  things  ?  What  does  And,  line  10,  connect  ? 
What  does  of  home  modify  ? 

Income,  incoming. 

One  long  explanatory  portion  (lines  3-10)  is  disposed 
of  only  to  come  upon  another.  What  were  the  girlhood 
memories? 

Explain  the  meaning  of  lines  14-16. 

Woof-thread,  a  thread  crossing  the  warp  of  a  woven  fiber. 

55.  The  style  is  quaint,  and  the  sentences  are  loose, 
but  the  paragraph  affords  good  practice  in  keeping 


STUDIES  IN   PARENTHETICAL  EXPRESSIONS         197 

56.  1  It  was  the  hour  of  the  slack  —  but  the  sea  still 
heaved  in  mountainous  waves  from  the  effects  of  the 
hurricane.  2 1  was  borne  violently  into  the  channel  of 
the  Strom,  and  in  a  few  minutes  was  hurried  down  the 
coast  into  the  "grounds"  of  the  fishermen.  3  A  boat 
picked  me  up  —  exhausted  from  fatigue  —  and  (now 
that  the  danger  was  removed)  speechless  from  the 
memory  of  its  horror.  4  Those  who  drew  me  on  board 


the  main  thought  clear,  and  not  undervaluing  the  in- 
serted thoughts.  Make  it  interesting. 

SENTENCE  I.  Read  the  leading  thought. 

Read,  inserting  what  is  said  about  "I". 

Read  again,  inserting  also  the  remark  about  "my 
sister  Annie."  Remember  that  Annie  is  a  new  charac- 
ter. How  does  her  age  compare  with  his  ? 

Read  again,  adding  the  parts  suggested  by  rain. 

What  contrast  do  you  find  in  the  last  part  of  the 
main  thought  ? 

SENTENCE  4.  Study  the  punctuation.  Notice  the 
semicolon  after  nostrils. 

With  how  many  ducks  does  the  part  of  the  sentence 
preceding  the  semicolon  deal  ?  The  part  following  it  ? 

The  semicolon  after  nostrils  tells  us  that  there  are 
two  parts  to  the  sentence.  With  how  many  thoughts 
does  the  first  part  deal  ? 

With  what  thought  does  the  second  part  deal  ? 
Ans.  The  actions  of  some  of  the  over-excited  ones. 
How  many  actions  are  described  ?  Distinguish  be- 
tween what  they  did  and  how  they  did  it. 

56.  The  hour  of  the  slack,  the  time  between  the  changes 
of  the  tides. 


198  TEACHING  TO  READ 

were  my  old  mates  and  daily  companions  —  but  they 
knew  me  no  more  than  they  would  have  known  a 
traveler  from  the  spirit-land.  5  My  hair,  which  had 
been  raven  black  the  day  before,  was  as  white  as  you 
see  it  now.  6  They  say,  too,  that  the  whole  expression 
of  my  countenance  had  changed.  7  I  told  them  my 
story  —  they  did  not  believe  it.  8  I  now  tell  it  to  you  - 
and  I  can  scarcely  expect  you  to  put  more  faith  in  it 
than  did  the  merry  fishermen  of  Lofoden. 

A  Descent  into  the  Maelstrom  —  EDGAR  ALLAN  FOB. 


What  do  the  dashes  in  sentences  I,  3,  4,  7,  and  8 
say,  that  commas  or  semicolons  would  not  have  said  ? 

The  Maelstrom,  a  famous  tidal  whirlpool  off  the  coast  of 
Norway. 

57.  This  presents  not  only  good  studies  in  inserted 
portions,  but  also  some  excellent  studies  in  series : 

So  young,  so  beautiful,  so  good,  —  a  series  of  descriptive 
words  with  repeated  modifier. 

Decrepit  age,  and  vigorous  life,  and  blooming  youth, 
and  helpless  infancy,  —  a  series  of  modified  words  about 
which  the  same  thing  is  said.  (Connective  expressed.) 

On  crutches,  in  the  pride  of  strength  and  health,  in  the 
full  blush  of  promise,  in  the  mere  dawn  of  life,  —  a  series 
of  phrases  modifying  in  regular  order  the  preceding 
series  of  words. 

Decrepit  age  -  -  on  crutches. 

yigorous  life  -  -  in  the  pride  of  strength  and  health. 

Blooming  youth  -  -  in  the  full  blush  of  promise. 

Helpless  infancy  •  -  in  the  mere  dawn  of  life. 

Recognize  the  relation  of  the  parts  as  you  read. 


STUDIES  IN    PARENTHETICAL   EXPRESSIONS        199 

57.  1  And  now  the  bell  —  the  bell  she  had  so  often 
heard,  by  night  and  day,  and  listened  to  with  solemn 
pleasure  almost  as  a  living  voice  —  rung  its  remorse- 
less toll,  for  her,  so  young,  so  beautiful,  so  good.  2  De- 
crepit age,  and  vigorous  life,  and  blooming  youth,  and 
helpless  infancy,  poured  forth  —  on  crutches,  in  the 
pride  of  strength  and  health,  in  the  full  blush  of  prom- 
ise, in  the  mere  dawn  of  life  —  to  gather  round  her 
tomb. 

Old  men  were  there,  whose  eyes  were  dim  and 
senses  failing;  grandmothers,  who  might  have  died 
ten  years  ago,  and  still  been  old ;  the  deaf,  the  blind, 
the  lame,  the  palsied,  the  living  dead  in  many  shapes 
and  forms,  were  there,  to  see  the  closing  of  that  early 
grave. 

Death  of  Little  Nell.    Old  Curiosity  Shop  —  CHARLES  DICKENS. 

Study  the  sentences  separately,  also  study  the  main 
thoughts  and  inserted  portions  separately. 

1~2.  A  series  of  modified  words  about  all  of  which 
the  same  thing  is  said. 

Note  the  variation  in  form  of  the  modifying  portions, 
—  sometimes  a  phrase,  sometimes  a  clause,  and  some- 
times a  single  word. 

Observe  that  in  the  first  part  of  the  series  the  verb 
is  expressed,  in  the  second  part  it  is  inferred,  in  the 
third  part  five  subject  words  are  grouped  with  the 
repeated  verb. 

Explain  the  meaning  of  the  living  dead  in  many  shapes 
and  forms. 

To  see  the  closing  of  that  early  grave  completes  not 
only  the  thought  that  the  last  group  were  there,  but 
also  that  old  men  were  there,  and  grandmothers  (were 
there).  Note  the  comma  preceding  it. 


200  TEACHING  TO  READ 

58.    SWEET  AUBURN 
From   The  Deserted  Pillage. 

Sweet  Auburn  !  loveliest  village  of  the  plain, 
Where  health  and  plenty  cheered  the  laboring  swain, 
Where  smiling  spring  its  earliest  visit  paid, 
And  parting  summer's  lingering  blooms  delayed  - 

5  Dear  lovely  bowers  of  innocence  and  ease, 
Seats  of  my  youth,  where  every  sport  could  please  — 
How  often  have  I  loitered  o'er  thy  green, 
Where  humble  happiness  endeared  each  scene  ! 
How  often  have  I  paused  on  every  charm  - 

10  The  sheltered  cot,  the  cultivated  farm, 
The  never-failing  brook,  the  busy  mill, 
The  decent  church  that  topped  the  neighboring  hill, 
The  hawthorn  bush,  with  seats  beneath  the  shade, 
For  talking  age  and  whispering  lovers  made  ! 

is  How  often  have  I  blest  the  coming  day, 
When  toil  remitting  lent  its  turn  to  play, 
And  all  the  village  train,  from  labor  free, 
Led  up  their  sports  beneath  the  spreading  tree, 
While  many  a  pastime  circled  in  the  shade, 

20  The  young  contending  as  the  old  surveyed ; 
And  many  a  gambol  frolicked  o'er  the  ground, 
And  sleights  of  art  and  feats  of  strength  went  round  ; 
And  still,  as  each  repeated  pleasure  tired, 
Succeeding  sports  the  mirthful  band  inspired : 

as  The  dancing  pair  that  simply  sought  renown, 
By  holding  out,  to  tire  each  other  down ; 
The  swain,  mistrustless  of  his  smutted  face, 

58.  Sweet  Auburn,  Lishoy,  or  Lissoy,  Ireland,  —  six  miles 
from  Athl6ne.  The  landowner,  General  Napier,  turned  all 
his  tenants  out  of  their  farms  in  order  that  he  might  inclose 
them  in  his  own  private  domains.  Everything  has  since 
been  restored  to  correspond  to  Mr.  Goldsmith's  description. 


STUDIES  IN  PARENTHETICAL  EXPRESSIONS         2OI 

While  secret  laughter  tittered  round  the  place  : 
The  bashful  virgin's  side-long  looks  of  love, 
3o  The  matron's  glance  that  would  those  looks  reprove. 
These  were  thy  charms,  sweet  village  !    sports  like 

these, 

With  sweet  succession,  taught  e'en  toil  to  please ; 
These  round  thy  bowers  their  cheerful  influence  shed, 
These  were  thy  charms  —  but  all  these  charms  are 
"e(^  •  OLIVER  GOLDSMITH. 

Lines  1-7.  Sweet  Auburn  .  .  .  How  often  have  I 
loitered  o'er  thy  green.  Whose  green? --This  helps  to 
make  plainer  the  relation  of  the  intervening  parts  to 
the  whole.  Trace  the  modifying  ideas  of  village  to 
help  to  an  understanding  of  those  intervening  parts  : 

village  -  -  loveliest  village  -  -  village  of  the  plain 

village  -  -  where    health    and    plenty    cheered    the    laboring 

swain 

village  -  -  where  smiling  spring  its  earliest  visit  paid 
village  -  -  (where)  parting  summer's  lingering  blooms  delayed 

Note  the  dash.  — What  does  it  say  ?  Ans.  It  says 
that  something  else,  more  or  less  loosely  related,  is  to 
be  joined  on.  Is  it  joined  on  parenthetically,  and  is 
the  second  dash  the  other  half  ?  Or  are  the  dashes 
to  be  considered  separately  and  as  indicating  abrupt 
changes  in  thought  ? 

What  were  the  dear  lovely  bowers?  Were  they  the 
places  made  beautiful  by  smiling  spring  s  earliest  visit 
and  parting  summer's  lingering  blooms? 

Lines  7-30.  Trace  the  How  oftens.  They  make  three 
divisions. 

Division  2.  (Lines  9-14.)  Recognition  of  the  explan- 
atory series  makes  it  very  simple. 

TURNER,  TEACH.  TO  READ 14 


202  TEACHING  TO  READ 

59.    IN  CARLYLE'S  COUNTRY 
From  Fresh  Fields. 

In  crossing  the  sea  a  second  time,  I  was  more  curious 
to  see  Scotland  than  England,  partly  because  I  had  had 
a  good  glimpse  of  the  latter  country  eleven  years  before, 
but  largely  because  I  had  always  preferred  the  Scotch 
people  to  the  English  (I  had  seen  and  known  more  of 
them  in*  my  youth),  and  especially  because  just  then 
I  was  much  absorbed  with  Carlyle,  and  wanted  to  see 
with  my  own  eyes  the  land  and  the  race  from  which  he 
sprang. 

There  was  no  road  in  Scotland  or  England  which  I 
should  have  been  so  glad  to  walk  over  as  that  from 
Edinburgh  to  Ecclefechan,  —  a  distance  covered  many 
times  by  the  feet  of  him  whose  birth  and  burial  place 
I  was  about  to  visit.  Carlyle  as  a  young  man  had 
walked  it  with  Edward  Irving  (the  Scotch  say  "travel" 
when  they  mean  going  afoot),  and  he  had  walked  it 
alone,  and 'as  a  lad  with  an  elder  boy,  on  his  way  to 
Edinburgh  college.  He  says  in  his  "Reminiscences" 
he  nowhere  else  had  such  affectionate,  sad,  thoughtful, 
and,  in  fact,  interesting  and  salutary  journeys.  "No 
company  to  you  but  the  rustle  of  the  grass  under  foot, 
the  tinkling  of  the  brook,  or  the  voices  of  innocent, 
primeval  things."  "I  have  had  days  as  clear  as  Italy; 
days  moist  and  dripping,  overhung  with  the  infinite 

of  silent  gray,  —  and  perhaps'the  latter  were  the  pref- 

• 

Which  modifying  ideas  suggest  prosperity  ? 
Division  3.  (Lines  15-30.)  Substituting  and  for  while 
in  line  19  will  make  relations  clearer. 

What  does  and,  line  17,  connect  ?     Line  21  ?  22  ?  23  ? 

What  do  lines  25-30  explain  ? 

To  what  does  these,  line  31,  refer  ? 

Explain  all  unusual  expressions,  such  as  lines  2, 6,  27. 


STUDIES  IN  PARENTHETICAL  EXPRESSIONS         203 

erable,  in  certain  moods.  You  could  strip  barefoot, 
if  it  suited  better ;  carry  shoes  and  socks  over  shoulder, 
hung  on  your  stick ;  clean  shirt  and  comb  were  in  your 
pocket ;  omnia  mea  mecum  porto  [all  my  luggage  I 
carry  with  me].  You  lodged  with  shepherds,  who  had 
clean,  solid  cottages ;  wholesome  eggs,  milk,  oatmeal 
porridge,  clean  blankets  to  their  beds,  and  a  great  deal 
of  human  sense  and  unadulterated  natural  politeness." 

But  as  we  did  not  walk,  there  was  satisfaction  in 
knowing  that  the  engine  which  took  our  train  down 
from  Edinburgh  was  named  Thomas  Carlyle.  The 
cognomen  looked  well  on  the  toiling,  fiery-hearted, 
iron-browed  monster.  I  think  its  original  owner  would 
have  contemplated  it  with  grim  pleasure,  especially 
since  he  confesses  to  having  spent  some  time,  once,  in 
trying  to  look  up  a  shipmaster  who  had  named  his  vessel 
for  him.  Here  was  a  hero  after  his  own  sort,  a  leader 
by  the  divine  right  of  the  expansive  power  of  steam. 

Not  to  be  entirely  cheated  out  of  my  walk,  I  left  the 
train  at  Lockerbie,  a  small  Scotch  market  town,  and 
accomplished  the  remainder  of  the  journey  to  Ec- 
clefechan  on  foot,  a  brief  six-mile  pull.  It  was  the 
first  day  of  June ;  the  afternoon  sun  was  shining 
brightly.  It  was  still  the  honeymoon  of  travel  with 
me,  not  yet  two  weeks  in  the  bonnie  land ;  the  road 
was  smooth  and  clean  as  the  floor  of  a  sea  beach,  and 
firmer,  and  my  feet  devoured  the  distance  with  right 
good  will.  The  first  red  clover  had  just  bloomed,  as 
I  probably  should  have  found  it  that  day  had  I  taken 
a  walk  at  home ;  but,  like  the  people  I  met,  it  had  a 
ruddier  cheek  than  it  has  at  home.  I  observed  it  on 
other  occasions,  and  later  in  the  season,  and  noted  that 
it  had  more  color  than  in  this  country,  and  held  its. 
bloom  longer.  All  grains  and  grasses  ripen  slower 
there  than  here,  the  season  is  so  much  longer  and  cooler. 
The  pink  and  ru^dy  tints  are  more  common  in  the 
flowers  also.  The  bloom  of  the  blackberry  is  often 
of  a  decided  pink,  and  certain  white,  umbelliferous 


204  TEACHING  TO  READ 

plants,  like  yarrow,  have  now  and  then  a  rosy  tinge. 
The  little  white  daisy  ("gowan,"  the  Scotch  call  it) 
is  tipped  with  crimson,  foretelling  the  scarlet  popjm^, 
with  which  the  grain-fields  will  by  and  by  be  splashed. 
Prunella  (self-heal),  also,  is  of  a  deeper  purple  than  with 
us,  and  a  species  of  cranesbill,  like  our  wild  geranium, 
is  of  a  mucn  deeper  and  stronger  color.  On  the  other 
hand,  their  ripened  fruits  and  foliage  of  autumn  pale 
their  ineffectual  colors  beside  our  own. 

Among  the  farm  occupations,  that  which  most  took 
my  eye,  on  this  and  on  other  occasions,  was  the  furrow- 
ing of  the  land  for  turnips  and  potatoes ;  it  is  done 
with  such  absolute  precision.  It  recalled  Emerson's 
statement  that  the  fields  in  this  island  look  as  if  finished 
with  a  pencil  instead  of  a  plow,  —  a  pencil  and  a  ruler 
in  this  case,  the  lines  were  so  straight  and  so  uniform. 
I  asked  a  farmer  at  work  by  the  roadside  how  he  man- 
aged n  "Ah,"  said  he,  "a  Scotchman's  head  is  level." 

Four  miles  from  Lockerbie  I  came  to  Mainhill,  the 
name  of  a  farm  where  the  Carlyle  family  lived  m .nix- 
years.  The  land  drops  gently  away  to  the  south  and 
east,  opening  up  broad  views  in  these  directions.  The 
Carlvles  were  living  on  this  farm  while  their  son  was 
teaching  school  at  Annan,  and  later  at  Kirkcaldv  with 
Irving,  and  they  supplied  him  with  cheese,  butter, 
ham,  oatmeal,  etc.,  from  their  scanty  stores.  A  new 
t.nmhouse  has  been  built  since  then,  though  the  old 
MM  is  mil* standing, 

From  Mainhill  the  highway  descends  slowly  to  the 
village  of  Ecclefechan,  the  site  of  which  is  marked  to 
the  eye,  a  mile  or  more  away,  by  the  spire  of  the  church 
rising  up  against  a  background  of  Scotch  firs,  which 
clothe  a  hill  beyond.  I  soon  entered  the  main  street 
of  the  village,  which  in  Carlyle's  youth  had  an  open 
burn  or  creek  flowing  through  the  center  of  it.  This 
has  been  covered  over  by  some  enterprising  citizen, 
and  instead  of  a  loitering  little  burn,  crossed  by  numer- 
ous bridges,  the  eye  is  now  greeted  by  a  broad  expanse 


STUDIES  IN  PARENTHETICAL  EXPRESSIONS         205 

of  small  cobblestone.  The  cottages  are  for  the  most 
part  very  humble,  and  rise  from  the  outer  edges  of  the 
pavement,  as  if  the  latter  had  been  turned  up  and 
shaped  to  make  their  walls.  The  church  is  a  handsome 
brownstone  structure,  of  recent  date,  and  is  more  in 
keeping  with  the  fine  fertile  country  about  than  with 
the  little  village  in  its  front.  In  the  cemetery  back  of 
it,  Carlyle  lies  buried. 

The  great  man  lies  with  his  head  toward  the  south  or 
southwest,  with  his  mother,  sister,  and  father  to  the 
right  of  him,  and  his  brother  John  to  the  left.  A 
young  man  and  his  wife  were  working  a  few  paces 
from  the  graves,  and  I  conversed  with  them  through 
a  thin  place  in  the  hedge.  They  said  they  had  seen 
Carlyle  rriany  times.  The  young  man  had  seen  him 
come  in  summer  and  stand,  with  uncovered  head,  be- 
side the  graves  of  his  father  and  mother.  "And  long 
and  reverently  did  he  remain  there,  too,"  said  the 
young  gardener. 

I  learned  this  was  Carlyle's  invariable  custom  :  every 
summer  did  he  make  a  pilgrimage  to  this  spot,  and  ' 
with  bared  head  linger  beside  these  graves.  This 
observance  recalls  a  passage  from  his  "Past  and  Pres- 
ent." Speaking  of  the  religious  custom  of  the  Emperor 
of  China,  he  says,  "He  and  his. three  hundred  millions 
(it  is  their  chief  punctuality)  visit  yearly  the  Tombs  of 
their  Fathers ;  each  man  the  Tomb  of  his  Father  and 
his  Mother;  alone  there  in  silence  with  what  of  'wor- 
ship' or  of  other  thought  there  may  be,  pauses  solemnly 
each  man ;  the  divine  Skies  all  silent  over  him ;  the 
divine  Graves,  and  this  divinest  Grave,  all  silent  under 
him ;  the  pulsings  of  his  own  soul,  if  he  have  any  soul, 
alone  audible.  .  .  .  Truly,  if  a  man  cannot  get  some 
glimpse  into  the  Eternities,  looking  through  this  portal, 
-through  what  other  need  he  try  it  ?" 

Carlyle's  heart  was  always  here  in  Scotland.  A 
vague,  yearning  homesickness  seemed  ever  to  possess 
him.  "The  Hill  I  first  saw  the  Sun  rise  over,"  he  says 


206  TEACHING  TO  READ 

in  "Past  and  Present,"  "when  the  Sun  and  I  and  all 
things  were  yet  in  their  auroral  hour,  who  can  di- 
vorce me  from  it  ?  Mystic,  deep  as  the  world's  center, 
are  the  roots  I  have  struck  into  my  Native  Soil ;  no 
tree  that  grows  is  rooted  so." 

JOHN  BURROUGHS.     (Abridged.) 

SUGGESTIVE  QUESTIONS  FOR  WRITTEN  REVIEW 

1.  Give  five  illustrations  of  the  simplest  forms  of 
parenthetical  expressions. 

2.  Give  four  methods  of  punctuating  inserted  por- 
tions.   Which  one  shows  that  the  insertion  is  by  another 
person  than  the  one  who  spoke  or  wrote  the  sentence  ? 

3.  Give  four  methods  of  punctuating  an  appended 
portion.     Which   one   bespeaks   an   abrupt  change  in 
sentiment  or  construction  ? 

4.  Name  five  motives  that  might  lead  to  insertions. 
Illustrate  each. 

5.  In  what  way  is  No.  14  more  difficult  to  read  than 
No.  13  ? 

6.  (No.  49.)  How  did  the  sculptor  of  the  Marble 
Faun  differ  from  the  average  sculptor  ? 

7.  (No.  50.)  How  did  her  simple  wishes  differ  from 
vain  prayers? 

8.  (No.   ci.)  Which  chores  are  named  ?     Which  ones 
are  inferred  ? 

9.  (No.  58.)   (a)  Express  the  thought  of  lines  3  and  4 
in  your  own  words. 

(b)  Which  portion  of  the  description  between  lines  9 
and  15  suggests  a  prosperous  village  ? 

10.  (No.    59.)    Give  the  meaning  of  reminiscences, 
salutary,    primeval,    unadulterated,    cognomen,    bonnie, 
umbelliferous,  yarrow,  precision. 


CHAPTER  VIII 
STUDIES  IN  INTRODUCTORY  FORMS 

Introductory  expressions  may  have  little  or  no 
thought  value,  and  they  may  be  exceedingly  important. 

Nos.  1-4  present  simple  types  of  introductory  ex- 
pressions, which  add  little  or  nothing  to  the  main 
thought.  Well  is  here  a  mere  expletive,  whose  use  is  to 
avoid  abruptness  ;  as  I  have  said  before  is  a  degree  more 
useful,  because  it  implies  a  connection  between  what 
follows  and  something  that  has  preceded.  Nos.  5-7 
are  simple  forms  of  introducing  the  exact  words  of  a 
speaker,  while  No.  8  contains  an  indirect  quotation. 
In  Nos.  9  and  10,  we  find  the  introductory  portions 
growing  much  more  important,  and  if  they  are  taken 
from  ii  and  12,  the  thoughts  are  incomplete. 

In  No.  1 6  the  topic  is  introduced  by  a  question, 
while  in  No.  17  the  question  is  combined  with  a  brief 
contrasting  summary  of  what  has  already  been  said. 
Nos.  1 8  and  19  are  formal  introductions,  and  20  the 
ever-interesting,  "Once  upon  a  time."  The  purpose  of 
the  introduction  in  No.  22  is  to  arouse  interest ;  while 
Nos.  23  and  24  show  that  the  introductory  portion  may 
be  of  so  much  importance  as  to  stand  entirely  alone. 

A  reader  should  determine  the  purpose  that  an  in- 
troductory portion  serves,  its  relative  importance  to 
the  sentence  or  the  selection,  and  then  try  to  read  the 
sentences  as  naturally  as  if  they  were  his  own. 

207 


208  TEACHING  TO  READ 


SELECTIONS  AND  SUGGESTIVE  STUDIES 

1.  Well,  to  speak  plainly,  your  habits  are  your  worst 
enemies. 

2.  As  I  have  said  before,  humanity  is  constitutionally 
lazy. 

3.  To  make  a  long  story  short,  the  company  broke 
up,  and  returned  to  trie  more  important  concerns  of  the 
election.  Rip  yan  ^inkU  —  WASHINGTON  IRTINC. 


4.  Now,  if  there  was  one  Quality  on  which  that  gentle- 
man prided  himself  more  trtan  on  another,  it  was  the 
superiority  of  his  manners. 

5.  And  he  said,  A  certain  man  had  two  sons  :  And 
the  younger  of  them  said  to  his  father,  Father,  give  me 
the  portion  of  goods  that  falleth  to  me.     And  he  divided 
unto  them  his  living.  Lukt  /s:  7/  J2 

6.  The  question  was  once  put  to  Aristotle,  how  we 
ought  to  behave  to  our  friends;    and  the  answer  he 
gave  was,  "As  we  should  wish  our  friends  to  behave 

}  US<  Aristotle  —  DIOGENES  LAERTIUS. 

7.  Diogenes,  being  asked  the  proper  time  to  marry, 
responded,  "  For  young  men,  not  yet  ;  and  for  old  men, 
not  at  all." 


1-4.  Test  No.  I  without  well. 

What  purpose  is  served  by  the  introductory  portions 
in  Nos.  2  and  3  ? 

Now,  marks  or  emphasizes  transition  of  thought. 

5-7.  Some    familiar    forms    of    introducing    direct 
quotations. 


STUDIES  IN  INTRODUCTORY  FORMS  209 

8.  He  gave  it  for  his  opinion  that  "whoever  could 
make  two  ears  of  corn,  or  two  blades  of  grass,  to  grow 
upon  a  spot  of  ground,  where  only  one  grew  before, 
would  deserve  better  of  mankind,  and  do  more  essential 
service  to  his  country  than  the  whole  race  of  politicians 
put  together."  Gulliver's  Travels  —  JONATHAN  SWIFT. 

9.  He  read  on  a  marble  tablet  in  the  chapel  wall 
opposite,  this  singular  inscription  : 

"Look  not  mournfully' into  the  Past.  It  comes  not 
back  again.  Wisely  improve  the  Present.  It  is  thine. 
Go  forth  to  meet  the  shadowy  Future  without  fear 
and  with  a  manly  heart." 

Hyperion  —  HENRY  WADSWORTH  LONGFELLOW. 

.  10.  It  is  only  necessary  to  make  the  experiment  to 
find  two  things  :  one,  how  much  useful  knowledge  can 
be  acquired  in  a  very  little  time;  and  the  other,  how 
much  time  can  be  spared,  by  good  management,  out 
of  the  busiest  day. 


Diogenes,  a  Greek  cynic  philosopher. 

8.  Introducing  an  indirect  quotation. 

Phrase  correctly.  —  Not  could  make  two  ears  of  corn 
or  two  blades  of  grass. 

9.  He.  -  -  The  hero  in  Hyperion. 

In    the    chapel.  —  In    Saint    Gilgen,    near    Munich, 
Germany. 

10.  What    "lesson"    does    the    paragraph    teach  ? 

Suggestion:  If  much  useful  knowledge  can  be  acquired 
in  a  very  little  time,  and  time  can  be  spared,  by  good 
management,  out  of  the  busiest  day,  no  one  need  say  he 
has  no  time  for  self-improvement.  Memorize. 


210  TEACHING  TO  READ 

11.  The  true  order  of  learning  should  be,  first,  what 
is  necessary ;   second,  what  is  useful ;    and  third,  what 
is  ornamental.     To  reverse  this   arrangement   is   like 
beginning  to  build  at  the  top  of  the  edifice. 

LYDIA  SIGOURNEY. 

12.  In  order  to  do  this,  before  I  touch  upon  it  directly, 
it  will   be  necessary  to  lay  down   a  few    preliminary 
maxims,  viz. : 

That  no  woman  can  be  handsome  by  the  force  of 
features  alone,  any  more  than  she  can  be  witty  only  by 
the  help  of  speech. 

That  pride  destroys  all  symmetry  and  grace,  and 
affectation  is  a  more  terrible  enemy  to  fine  faces  than 
the  smallpox. 

That  no  woman  is  capable  of  being  beautiful,  who  is 
not  capable  of  being  false. 

On  the  true  art  and  secret  of  preserving  beauty. 

The  Spectator.    Paper  XXXIII  —  SIR  RICHARD  STEELE. 

11.  Introducing   a   course   of   reasoning.     The   true 
order  of  learning  should  bey  first  .  .  .  second  .  .  .  and 
third. 

Which  portion  in  sentence  I  corresponds  to  at  the 
top  of  the  edifice? 

12.  //  (line  i).  —  See  title. 

Which  are  maxims?     Preliminary  maxims? 

Why  can  no  woman  be  handsome  by  the  force  of  features 
alone  ? 

Why  is  it  impossible  to  be  witty  only  by  the  help  of 
speech? 

How  does  pride  destroy  all  symmetry  and  grace? 
What -is  symmetry? 

In  what  way  is  affectation  a  more  terrible  enemy  to 


STUDIES  IN  INTRODUCTORY  FORMS  211 

13.  This  is  truth  the  poet  sings, 

That  a  sorrow's  crown  of  sorrow  is  remembering 
happier  things. 

Locksley  Hall  —  ALFRED  TENNYSON. 

14.  Of  all  sad  words  of  tongue  or  pen, 

The  saddest  are  these :   "It  might  have  been  !" 

Maud  Muller  —  JOHN  GREENLEAF  WHITTIER. 


fine  faces  than  the  smallpox?     What  is  affectation? 

13.  There  are  very  informal  ways  of  introducing 
quotations. 

Omit  that.  —  How  must  the  punctuation  change  ? 

Explain  a  sorrow  s  crown  of  sorrow. 

Explain  the  quotation. 

The  poet  sings.  —  This  thought  has  been  expressed 
by  many  poets,  but  doubtless  Tennyson  refers  to 
Dante.  (Inferno.  Canto  F.) 

Longfellow's  Translation  : 

There  is  no  greater  sorrow 

Than  to  be  mindful  of  the  happy  time 

In  misery. 

Gary's  Translation  : 

No  greater  grief  than  to  remember  days 
Of  joy,  when  misery  is  at  hand. 

Chaucer  in  "  Troilus  and  Criseyde,  Book  III "  ex- 
presses the  same  thought,  which  he  also  doubtless 
borrowed  from  Dante : 

For  of  Fortunis  sharp  adversite 
The  worste  kind  of  infortune  is  this, 
A  man  to  have  been  in  prosperite, 
And  it  remembir  when  it  passid  is. 

14.  A  more  formally  punctuated  introduction. 


212  TEACHING  TO  READ 

15.  In  words,  as  fashions,  the  same  rule  will  hold; 
Alike  fantastic,  if  too  new,  or  old  : 

Be  not  the  first  by  whom  the  new  are  tried, 
Nor  yet  the  last  to  lay  the  old  aside. 

Essay  on  Criticism.     Part  II  —  ALEXANDER  POPE. 

1 6.  1  What  is  the  kingdom  of  God  ?    *  Every  king- 
dom has  its  exports,  its  products.     *  Go  down  to  the 
river  here  and  you  will  find  ships  coming  in  with  cotton  ; 
you  know  they  come  from  America  :  you  will  find  ships 
with  tea ;    you  know  they  come  from  China  :    ships 
with  wool ;  you  know  they  come  from  Australia  :  ships 
with  sugar;  you  know  they  come  from  Java.     4  What 
comes  from  the  kingdom  of  God  ?     6  Again  we  must 
refer  to  the  Guidebook.     6  Turn  to  Romans,  and  we 
shall  find  what  the  kingdom  of  God  is. 

A  Talk  with  Boys  —  HENRY  DRUM  MONO. 

17.  Having  now  shown  what  cannot  save  the  Union, 
I  return  to  trie  question  with  which  I  commenced,  - 
How  can  the  Union  be  saved  ?    There  is  but  one  way 
by  which  it  can  with  any  certainty ;   and  that  is,  by  a 
full  and  final  settlement,  on  the  principle  of  justice, 
of  all  the  questions  at  issue  between  the  two  sections. 

JOHN  CALDWELL  CALHOUN. 


15.  What  is  the  rule? 

What  are  Alike  fantastic?     Meaning  of  fa  ntastic? 
In  what  way  are  new  words  fantastic?     Old  ones  ? 
New'/aj/uonj?     Old  ones  ?     Be  alert  for  new-or-old. 
Compare  the  punctuation  in  Nos.  14,  15,  and  16. 

16.  Trace  the  line  of  argument. 

Of  what  use  is  sentence  3  ?     Ans.  It  is  an  illustration. 
Note  its  punctuation. 


STUDIES  IN  INTRODUCTORY  FORMS  213 

1 8.  Friends,    Romans,    countrymen,    lend    me   your 

ears ; 

I  come  to  bury  Caesar,  not  to  praise  him. 
The  evil  that  men  do  lives  after  them, 
The  good  is  oft  interred  with  their  bones ; 
So  let  it  be  with  Caesar. 

Julius  Ccesar.     Act  III.     Scene  II  —  WILLIAM  SHAKESPEARE. 

19.  Most  potent,  grave,  and  reverend  signiors, 
My  very  noble  and  approv'd  good  masters, 
That  I  have  ta'en  away  this  old  man's  daughter 
Is  most  true ;   true,  I  have  married  her ; 

The  very  head  and  front  of  my  offending 
Hath  this  extent,  no  more. 

Othello.     Act  I.     Scene  III  —  WILLIAM  SHAKESPEARE. 


Guidebook.  -  -  The  Bible. 

"  The  Kingdom  of  God  is  not  meat  and  drink ;  but  right- 
eousness, and  peace,  and  joy."  Romans  14:  17.    • 

17.  How  is  this  introduction  a  step  more  difficult 
than  that  in  No.  16  ? 

What  introductory  portion  do  you  find  in  sentence  2  ? 
A  full  and  final  settlement  of  what  ? 

1 8.  From  Antony's  speech  over  the  body  of  Caesar. 
Observe  the  brevity  of  expression  in  line    2 ;    the 

contrast  (positive  opposed  to  negative). 

Compare  with  the  introduction  to  No.  32,  Chap.  I. 

19.  Othello  is  a  warrior,  accustomed  to  command. 
His  dignity  is  manifest  in  his  choice  of  words. 

Head  and  front,  the  most  prominent  and  important  feature 
or  part. 


214  TEACHING  TO  READ 

20.  Once  upon  a  time,  long  before  any  of  you  chil- 
dren were  born,  —  about  two  hundred  and  fifty  years 
ago  in  fact,  —  a  little  boy  stood  one  morning  at  the 
door  of  a  palace  in  Florence,  and  looked  about  him. 
Why  he  was  standing  there  I  do  not  know.     Perhaps 
he  was  watching  for  the  butcher  or  the  milkman,  for 
he  was  a  kitchen-boy  in  the  household  of  a  rich  and 
mighty  cardinal.  CHARLOTTE  ADAMS. 

21.  "Know  old  Cambridge  ?     Hope  you  do.  - 

Born  there  ?     Don't  say  so  !     I  was,  too. 
Born  in  a  house  with  a  gambrel  roof,  - 
Standing  still,  if  you  must  have  proof." 
Yes,  it  was  in  the  old  gambrel-roofed  house  looking  out 
on  the  College  Green,  lived  Rev.  Dr.  Abiel  Holmes  - 
pastor  of  the  First  Church  in  Cambridge,  Massachu- 
setts, but  of  wider  fame  as  the  author  of  the  American 
Annals  j  —  and  there  was  born  -to  him  the  son,  Oliver 
Wendell,  who  was  to  shed  luster  on  the  name,  and  take 
rank  as  the  brightest  of  American  poets  and  essayists. 

22.  *  There  is  a  chapter  in  the  natural  history  of 
animals  that  has  hardly  been  touched  upon  as  yet, 
and  that  will  be  especially  interesting  with  reference 
to  families.     *The  voices  of  animals  have  a  family 


20.  A  form  too  familiar  to  overlook. 

Read  the  story  in  a  manner  that  you  think  would  be 
interesting  to  children. 

21.  The  introductory  quotation    is   from   "Parson 
Tureirs  Legacy/'  by  Oliver  Wendell  Holmes. 

Gambrel  roof,  a  roof  having  a  double  slope,  the  lower  of 
which  is  the  steeper,  Jb  that  each  gable  has  five  corners  or 
angles.  (For  illustration,  see  Dictionary.) 


STUDIES  IN  INTRODUCTORY  FORMS  215 

character  not  to  be  mistaken.  3  All  the  Canidae  bark 
and  howl,  —  the  fox,  the  wolf,  the  dog,  have  the  same 
kind  of  utterance,  though  on  a  somewhat  different 
pitch.  4  All  the  bears  growl,  from  the  white  bear  of 
the  Arctic  snows  to  the  small  black  bear  of  the  Andes. 
5  All  the  cats  meow,  from  our  quiet  fireside  companion 
to  the  lions  and  tigers  and  panthers  of  the  forest  and 
jungle.  6  This  last  may  seem  a  strange  assertion;  but 
to  anyone  who  has  listened  critically  to  their  sounds 
and  analyzed  their  voices,  the  roar  of  the  lion  is  but  a 
gigantic  meow,  bearing  about  the  same  proportion 
to  that  of  a  cat  as  its  stately  and  majestic  form  does 
to  the  smaller,  softer,  more  peaceful  aspect  of  the 
cat.  7  Yet,  notwithstanding  the  difference  in  their 
size,  who  can  look  at  the  lion,  whether  in  his  more 
sleepy  mood,  as  he  lies  curled  up  in  the  corner  of  his 
cage,  or  in  his  fiercer  moments  of  hunger  or  of  rage, 
without  being  reminded  of  a  cat  ?  8  And  this  is  not 
merely  the  resemblance  of  one  carnivorous  animal  to 
another ;  for  no  one  was  ever  reminded  of  a  dog  or 
wolf  by  a  lion. 

Methods  of  Study  in  Natural  History  —  Louis  AGASSIZ. 


22.  An  introduction  tending  to  arouse  interest. 

Of  what  use  is  sentence  2  in  the  discussion  ? 

What  relation  do  sentences  3,  4,  and  5  bear  to  sen- 
tence 2  ? 

What  relation  does  sentence  6  bear  to  sentence  5  ? 

In  what  way  are  the  thoughts  connected  by  the  first 
but,  in  sentence  6,  opposite  ? 

What  is  the  meaning  and  use  of  yet  (sentence  7)  ? 

Review  the  use  of  whether  ...  or. 

What  relation  does  sentence  7  bear  to  sentence  6  ? 
Sentence  8  to  sentence  7  ?  Review  for. 


2l6  TEACHING  TO  READ 

• 

23.  1  There  is  one  accomplishment,  in  particular, 
which  I  would  earnestly  recommend  to  you.  -  Cul- 
tivate assiduously  the  ability  to  read  well  .... 
3  Where  one  person  is  really  interested  by  music,  twenty 
are  pleased  by  good  reading.  4  Where  one  person  is 
capable  of  becoming  a  skillful  musician,  twenty  may 
become  good  readers.  6  Where  there  is  one  occasion 
suitable  for  the  exercise  of  musical  talent,  there  are 
twenty  for  that  of  good  reading.  JoHN  SEELEY  HART 

24.  A  FAREWELL 

My  fairest  child,  I  have  no  song  to  give  you ; 

No  lark  could  pipe  to  skies  so  dull  and  gray ; 
Yet,  ere  we  part,  one  lesson  I  can  leave  you 
For  every  day. 

Be  good,  sweet  maid,  and  let  who  will  be  clever; 

Do  noble  things,  not  dream  them,  all  day  long; 
And  so  make  life,  death,  and  that  vast  forever 

One  grand,  sweet  song.  CllARLE8  KlNC8LEY. 


23.  What  is  gained  by  the  entire  separation  of  sen- 
tences I  and  2  ? 

Place  a  comma  and  dash  after  sentence  i  and  notice 
how  it  will  cause  the  mind  to  reach  forward,  detracting 
from  the  importance  of  what  has  preceded. 

Before  you  disagree  with  the  speaker,  study  his 
choice  of  comparative  words :  really  interested  -  - 
pleased;  skillful  musician  -  -  good  reader. 

24.  Similar  to  No.  23. 
Memorize. 

25.  A  series  of  introductory  parts. 
What  is  a  toast  ? 


STUDIES   IN  INTRODUCTORY  FORMS  217 

25.   BENJAMIN  FRANKLIN'S  TOAST 

At  the  conclusion  of  the  American  Revolution,  Dr. 
Franklin,  the  English  ambassador,  and  the  French 
minister,  Vergennes,  dining  together  at  Versailles,  a 
toast  from  each  was  called  for  and  agreed  to. 

The  British  minister  began  with:  "George  III  — 
who,  like  the  sun  in  his  meridian,  spreads  a  luster 
throughout  and  enlightens  the  world." 

The  French  minister  followed  with  :  "The  illustrious 
Louis  XVI  —  who,  like  the  moon,  sheds  his  mild  and 
benignant  rays  on  and  influences  the  globe." 

Our  American  Franklin  then  gave:  "George  Wash- 
ington, Commander  of  the  American  Army  —  who, 
like  Joshua  of  old,  commanded  the  sun  and  moon  to 
stand  still,  and  they  obeyed  him." 


Notice  that  the  punctuation  of  the  first  paragraph 
is  unsatisfactory.  One  may  need  to  scan  the  para- 
graph following  and  decide  upon  the  grouping  from  the 
context.  A  reader  unfamiliar  with  the  names,  and 
relying  wholly  upon  the  punctuation,  might  be  excused 
for  grouping  Dr.  Franklin  (the  English  Ambassador) 
and  the  French  Minister  (Vergennes)  [ver'zhen']. 

George  III,  King  of  England.    • 

Louis  XVI,  King  of  France.  It  was  during  his  reign  that 
the  French  people,  driven  to  desperation  through  poverty 
and  hunger  and  oppression,  revolted  and  took  the  govern- 
ment into  their  own  hands.  Then  followed  the  French 
Revolution  with  its  fearful  scenes  of  anarchy  and  bloodshed, 
during  which  Louis  XVI  was  thrown  into  prison.  His  igno- 
rance of  or  indifference  to  the  wants  of  the  people  was  denom- 
inated treason,  and  he  was  put  to  death. 

Joshua  of  old,  see  Joshua  10:  12-14. 

TURNER,  TEACH.  TO  READ — 15 


21 8  TEACHING  TO  READ 

26.   PREAMBLE  OF  THE   DECLARATION  OF 
INDEPENDENCE    • 

When,  in  the  course  of  human  events,  it  becomes 
necessary  for  one  people  to  dissolve  the  political  bands 
which  have  connected  them  with  another,  and  to  as- 
sume, among  the  powers  of  the  earth,  the  separate  and 
equal  station  to  which  the  laws  of  nature  and  of  nature's 
God  entitle  them,  a  decent  respect  to  the  opinions  of 
mankind  requires  that  they  should  declare  the  causes 
which  impel  them  to  the  separation. 

1  We  hold  these  truths  to  be  self-evident :  that  all 
men  are  created  equal ;  that  they  are  endowed  by  their 
Creator  with  certain  unalienable  rights ;  that  among 
these  are  life,  liberty,  and  the  pursuit  of  happiness. 
1  That,  to  secure  these  rights,  governments  are  instituted 
among  men,  deriving  their  just  powers  from  the  consent 
of  the  governed ;  that,  whenever  any  form  of  govern- 
ment becomes  destructive  of  these  ends,  it  is  the  right 
of  the  people  to  alter  or  to  abolish  it,  and  to  institute  a 
new  government,  laying  its  foundation  on  such  prin- 
ciples, and  organizing  its  powers  in  such  form,  as  to 
them  shall  seem  most  likely  to  effect  their  safety  and 
happiness,  f  Prudence,  indeed,  will  dictate  that  gov- 
ernments long  established  should  not  be  changed  for 
light  and  transient  causes;  and,  accordingly,  all  ex- 
perience hath  shown,  that  mankind  are  more  disposed 
to  suffer,  while  evils  are  sufferable,  than  to  right  them- 
selves by  abolishing  the  forms  to  which  they  are  ac- 
customed. But,  when  a  long  train  of  abuses  and  usur- 
pations, pursuing  invariably  the  same  object,  evinces 
a  design  to  reduce  them  under  absolute  despotism,  it 
is  their  right,  it  is  their  duty,  to  throw  off  such  govern- 
ment, and  to  provide  new  guards  for  their  future  se- 
curity. Such  nas  been  the  patient  sufferance  of  these 
colonies ;  and  such  is  now  the  necessity  which  con- 
strains them  to  alter  their  former  systems  of  govern- 
ment. The  history  of  the  present  King  of  Great 


STUDIES  IN  INTRODUCTORY  FORMS  219 

Britain  is  a  history  of  repeated  injuries  and  usurpations, 
all  having  in  direct  object  the  establishment  of  an 
absolute  tyranny  over  these  states.  To  prove  this,  let 
facts  be  submitted  to  a  candid  world. 


26.  Preamble,  the  introductory  part  of  a  statute,  which 
states  the  reasons  and  intent  of  the  law. 

It  was  the  preamble  of  the  Declaration  of  Independence 
that  elected  Lincoln.  MoSES  COIT  TYLER. 

1~2.  SENTENCE  i.  We  hold  these  truths  to  be  —  what  ? 
Ans.  First,  evident.  Evident  —  how  ?  Ans.  Self-evi- 
dent', i.e.,  plain  in  themselves;  requiring  no  support- 
ing argument. 

What  particular  truths  do  they  hold  to  be  self-evident? 
To  what  do  these  truths  refer  ? 

Into  how  many  parts  may  the  explanation  be  divided? 

PART  I.  How*  many  men?  Are  created — how? 
Equal  by  what  indisputable  right  ?  Accept  no  reading 
as  correct  that  does  not  bring  out  all  the  ideas,  and  let 
both  teacher  and  pupils  judge.  , 

PART  2.  They  are  endowed  with  what  ?  Ans.  First, 
with  rights;  second,  with  unalienable  rights  (rights 
that  cannot  be  taken  from  them;  cannot  be  sold  or 
transferred). 

Endowed  by  what  indisputable  authority  ? 

PART  3.  What  relation  does  part  3  bear  to  part  2  ? 

Why  not  life,  liberty,  and  happiness? 

SENTENCE  2.   PART  i.    These  what  ?     What  rights? 

Why  are  governments  instituted?     Define  instituted. 

Why  is  it  self-evident  that  a  government  should  be 
credited  with  powers?  What  kind  of  powers? 

Whence  do  they  derive  their  powers? 


220  TEACHING  TO  READ 

PART  2.  When  may  any  form  of  government  be 
changed?  Destructive  of  what  ends? 

What  choice  do  the  governed  have  regarding  such  a 
law  ?  Phrase  correctly. 

to  alter 


or 
to  abolish 


It  is  the  right  of  the  people 


to  institute  a  new  government,  etc. 

Why  not  as  will  effect  their  safety  and  happiness  ? 

With  what  general  subject  does  sentence  i  deal  ? 
Sentence  2  ? 

Continue  the  study  of  the  selection,  tracing  care- 
fully the  explanatory  portions  and  applying  the  prin- 
ciples thus  far  set  forth. 

SUGGESTIVE  QUESTIONS  FOR  WRITTEN  REVIEW 

1.  Quote  an  example  of  an  unimportant  introductory 
form  and  of  an  important  one. 

2.  (No.  12.)  Meaning  of  maxims?     Preliminary  max- 
ims?    State  in  your  own  words  the  truth  of  ^2. 

3.  (No.  15.)  Quote    the    rule.     In   what    way    are 
fashions  fantastic  if  too  new? 

4.  (No.  1 6.)  Quote  the  illustration  found  therein. 

5.  What  two  purposes  are  served   by  sentence   I, 
No.  17  ? 

6.  (No.   22.)  Of  what  use  in  the  paragraph  are  sen- 
tences i  and  2  ?     What  relation  do  sentences  3,  4,  and 
5  bear  to  sentence  2  ?     Sentence  6  to  5  ? 

7.  (No.  25.)  What  is  a  toast?     Who  was  George  III? 
Louis  XVI?    Joshua  of  old? 

8.  (No.  26.)  (a)  ^2.  Give  the  meaning  of  unalienable 
rights;    transient  causes;    absolute  despotism;    patient 
sufferance. 

(b)  What  is  the  purpose  of  a  preamble  ? 


CHAPTER  IX 
STUDIES  IN  QUOTATIONS 

Under  the  above  title,  attention  is  called  not  only  to 
illustrations  of  direct  and  indirect  quotations  as  used  in 
conversation,  but  also  to  the  variety  of  selections  show- 
ing other  uses  of  this  literary  form.  Much  of  the 
material  of  the  former  class  might  have  been  placed  in 
the  preceding  chapter  with  propriety  because  each  illus- 
tration is  plainly  divided  into  the  introduction  to  the 
quotation  and  the  quotation  itself.  The  proper  manner 
of  reading  the  latter  can  be  determined  either  from  the 
thought  it  expresses  or  from  the  context. 

The  reading  of  quotations  other  than  direct  speech 
is  difficult  to  explain  through  the  medium  of  the  printed 
page.  Just  as  the  printed  quotation  marks  block  off 
the  quoted  parts  for  the  eye  of  the  reader,  something 
in  the  manner  of  the  oral  reading  must  perform  the 
same  service  for  the  ears  of  the  hearer.  Listening  to 
successful  readers,  it  may  be  observed  that  the  effect 
is  accomplished  in  one  or  more  of  the  following  ways : 

A  slight  pause  before  or  after  the  quoted  parts. 

A  noticeable  change  in  melody,  or  facial  expression. 

A  change  in  pitch.     A  change  in  rate. 

Careful  emphasis. 

A  touch  of  impersonation. 

Such  familiarity  with  the  text  as  enables  the  reader 
to  look  at  his  hearers,  real  or  imagined. 

In  the  employment  of  whatever  means  the  text  may 


222  TEACHING  TO  READ 

suggest,  it  should  be  the  aim  of  a  reader  to  present  a 
quotation  in  such  a  way  that  hearers  not  alone  may 
notice  that  it  is  quoted,  but  that  they  must  notice  it, 
even  as  they  would  notice  the  printed  quotation  marks, 
were  they  reading  for  themselves. 

PEDAGOGICAL  INTRODUCTION 

One  of  the  most  effective  agents  in  reading  passages 
containing  quoted  parts  is  the  eye,  and  such  material 
affords  excellent  practice  in  "looking  off  the  book." 
What  teacher  is  not  familiar  with  the  painful  efforts 
of  pupils  to  accomplish  this  feat,  and  with  the  strained, 
awkward,  uneasy,  mechanical  results  !  What  teacher 
cannot  recall  the  jerky  lifting  of  the  head,  the  staring 
eyes,  the  quick  return,  the  'Most  place.0  Not  a  few 
of  us  can  still  remember  our  own  first  efforts,  —  when 
the  knowledge  of  what  was  expected  of  us  harrowed  our 
souls ;  when  we  tried  to  clutch  enough  words  ahead  to 
allow  time  to  look  off;  when  the  gluing  of  our  eyes  to 
the  page  seemed  to  draw  weights  to  the  back  of  our 
neck;  when  our  head  came  up  with  a  jerk,  and  our 
heart  with  a  bound ;  when  a  moment  was  a  year,  the 
familiar  objects  a  blur,  and  the  return  was  confusion,  - 
for  we  had  lost  our  place. 

Taking  a  look  backward  at  that  experience,  what  was 
it  we  needed  ?  We  needed  first,  as  beginners  in  the 
art  of  "looking  off  the  book,"  to  know  our  text,  and 
that  the  text  should  not  be  too  long.  Then  it  was 
supremely  necessary  that  we  should  have  a  reason, 
not  for  looking  off  our  book,  but  for  looking  at  our 
hearers. 

Suppose  the  reader  is  beginning  a  new  selection,  a 


STUDIES  IN  QUOTATIONS  223 

new  paragraph,  a  new  topic.  He  wishes  to  engage 
and  hold  the  attention  of  his  hearers  from  the  very 
start.  Now  people  always  like  to  be  talked  to  better 
than  they  like  to  be  read  to,  provided,  of  course, 
that  the  talker  and  the  reader  and  the  material  used 
by  each  are  equally  good.  The  reader  will  therefore 
catch  and  hold  the  attention  of  his  hearers  better  if  he 
speaks  the  opening  clause  or  sentence  just  as  he  would 
speak  it  in  conversation,  looking  frankly  into  their 
faces,  and  saying  it  with  spirit  and  interest.  Besides 
it  is  "  polite  "  for  a  reader  to  pay  some  attention  to  his 
hearers,  as  well  as  for  them  to  pay  attention  to  him. 

Or,  suppose  there  is  a  particular  point  that  he  wishes 
them  to  get.  The  very  best  way  to  make  them  get 
it  is  to  say  it  directly  to  them.  Besides,  he  cannot 
know  whether  they  have  got  the  point  or  not  unless  he 
looks  into  their  faces  to  see.  Or,  there  is  a  dialogue 
part  that  cannot  be  given  naturally  unless  the  speaker 
looks  at  some  one.  To  do  so  he  must  raise  his  head 
and  look  directly  at  his  real  or  imagined  hearer. 

This  brings  us  to  another  point.  Much  of  the  pupil's 
reading  should  be  done  standing  before  the  class.  Place 
him  where  he  can  realize  that  he  is  reading  to  some  one. 
Give  him  the  spur  of  responsibility  and  coming  judgment. 
But  see  to  it  also  that  the  class  is  seated  in  such  a  way 
that  no  wasteful  amount  of  time  is  lost  in  passing  to  and 
from  the  place  for  reading.  Insist  that  pupils  practice 
on  this  point  when  preparing  lessons  at  home.  Insist 
that,  if  they  do  not  have  a  chance  to  read  to  some 
one,  they  practice  on  empty  chairs,  imagining  that 
each  contains  a  hearer  to  be  interested,  instructed,  or 
entertained. 


224  TEACHING  TO  READ 

SELECTIONS  AND  SUGGESTIVE  STUDIES 

1.  Well,  it  was  a  " surprise/'  as  the  President  ex- 
pressed it. 

2.  "Let  me  make  the  ballads  of  a  nation,"   said 
Fletcher  of  Saltoun,  "and  I  care  not  who  makes  its 
laws." 

1.  Surprise  can  be  uttered  in  such  a  way  that  the 
hearer  will  surmise  that  it  is  a  quoted  word  even  be- 
fore the  text  makes  it  plain.     To  aid  correct  expression, 
precede  the  reading  by  reciting,  "The  President  said 
it  was  a  surprise." 

2.  Into  how  many  parts  may  the  sentence  be  divided  ? 
Ans.     Two:   what  Fletcher  says  and  what  the  story- 
teller says. 

Which  of  the  two  characters  does  the  reader  most 
naturally  become  ?  Ans.  The  story-teller.  Which 
part  must  be  imagined  ?  Ans.  Fletcher's. 

How  many  hearers  are  needed  for  the  sentence  ? 
Ans.  At  least  two :  Fletcher's  hearer  and  the  story- 
teller's hearer  or  hearers.  Which  ones  can  the  class  most 
naturally  become  ?  Ans.  The  story-teller's.  Which 
hearers  must  be  imagined  ?  Ans.  Fletcher's.  Where 
shall  we  imagine  them  ?  Suggestive  Ans.  Toward  the  left. 

According  to  the  arrangement  of  the  thought,  the 
reader  must  first  speak  for  Fletcher,  then  for  the  story- 
teller, and  then  again  for  Fletcher.  Where  will  you 
find  Fletcher's  hearers?  Ans.  On  the  left.  Will 
they  be  sitting  or  standing  (a  very  necessary  considera- 
tion in  directing  the  "natural  gaze")  ?  Where  will 
you  find  the  story-teller's  hearers  ? 


STUDIES  IN  QUOTATIONS  225 

3.  Theodore  Parker  said  that  Democracy  meant,  not 
"I'm  as  good  as  you  are,"  but  "You're  as  good  as  I  am." 

4.  The    American    doctrine    was    that    a    foreigner 
naturalized  became  an  American  citizen ;    the  British, 
"Once  an  Englishman,  always  an  Englishman." 

5.  Washington  said  :   "I  hope  I  shall  always  possess 
firmness  and  virtue  enough  to  maintain  what  I  consider 
the  most  enviable  of  all  titles,   the  character  of  an 
'honest  man/" 


Would  there  be  a  difference  in  Fletcher's  voice  and 
the  story-teller's  voice  ?  In  their  manner  ? 

What  are  ballads?  Why  can  people  be  reached 
better  through  ballads  than  through  laws? 

"Pudd'nhead  Maxims,"  by  Mark  Twain,  has  it,  —  "  Let 
me  make  the  superstitions  of  a  nation  and  I  care  not  who 
makes  its  laws  or  its  songs,  either." 

3.  The  difference  in  the  .spirit  of  the  two  quotations 
is  the  striking  feature. 

4.  Inserted  to  teach  the  force  of  the  direct  quotation 
as  compared  with  the  indirect. 

Would  it  be  more  effective  if  the  indirect  portion 
were  direct  ?  —  Test. 

Test  also  with  the  direct  made  indirect,  and  weigh 
the  effect. 

5.  A  quotation  within  a  quotation. 
Note  the  seriousness  of  the  speaker. 

Remember  that  it  is  not  enough  that  a  pupil  look 
at  you.  He  must  have  a  reason  for  looking.  Find 
out  his  reason  for  choosing  the  particular  portion  of 
the  text  that  he  uses. 


226  TEACHING  TO  READ 

6.  The  characteristic  peculiarity  of  "  Pilgrim's  Prog- 
ress" is,  that  it  is  the  only   work   of  its    kind    that 
possesses  a  strong  human  interest. 

7.  Cambridge  was  the  home  of  three  noted  writers  : 
Holmes,  who  is  known  as  "The  Autocrat";  Lowell, 
whose  quaint  Yankee  humor  sparkles  in  "The  Biglow 
Papers;"    and  the  gentle  author  of  "Evangeline,"  our 
loved  and  lamented  Longfellow. 

8.  The  song  "Home,  Sweet  Home"  is  from  the  opera 
"Clari;    or   the   Maid   of  Milan,"   written    by   John 
Howard  Payne,  an  American  dramatist  and  actor,  who 
was  born  in  New  York,  June  9,  1792,  and  died  in  Tunis, 
Africa,  April  10,  1852. 

9.  When   in    1778   the    English   commissioners    ap- 
proached General   Reed  of  Pennsylvania  and   offered 
Kim  ten  thousand  guineas  and  high  honors  if  he  would 


6.  People  are  so  familiar  with  some  titles  that  little 
or  no  effort  need  be  expended  in  showing  that  the  words 
are  quoted. 

7.  An  explanatory  series,  each  part  of  which  con- 
tains a  quoted  title,  —  familiar,  but  important. 

Are  these  writers  best  known  to-day  by  the  literary 
productions  named  ? 

8.  Observe  that  there  is  no  comijia  after  either  song 
or  opera.     They  are  descriptive  titles,  and  not  explana- 
tory ;    as,  Thf  poet  Longfellow,  which  is  not  like,  Mr. 
Longfellow,  the  poet. 

9.  Which  ideas  are  deserving  of  special  attention  ? 
Suggestive  Ans.     The  name  of  the  honest  man ;    the 


STUDIES  IN  QUOTATIONS  227 

exert  his  influence  to  effect  a  reconciliation,  he  replied, 
"I  am  not  worth  purchasing,  but  such  as  I  am,  the 
king  of  England  is  not  rich  enough  to  buy  me." 

10.  Samuel  Slater,  who  came  to  this  country  from 
England  in  1789,  was  the  first  person  to  establish  the 
manufacture  of  cotton  in  the  United  States.     Moses 
Brown,  a  Rhode    Island  Quaker,  wrote  to  him :    "  If 
thou  canst  do  this  thing  [set  up  a  cotton  mill],  I  invite 
thee  to  come  to  Rhode  Island,  and  have  the  credit  of 
introducing  cotton  manufacture  into  America." 

Mr.  Slater  was  just  the  man  who  could  "do  this 
thing;"  and,  trusting  wholly  to  his  memory  to  con- 
struct the  complicated  machinery  required,  he  started 
a  mill  at  Pawtucket  in  1790,  which  proved  an  entire 
success. 

Leading  Facts  of  American  History  —  D.  H.  MONTGOMERY. 

1 1 .  Grow  old  along  with  me  ! 
The  best  is  yet  to  be, 

The  last  of  life,  for  which  the  first  was  made  : 


attractiveness  of  the  bribe ;  the  action  asked  of  General 
Reed ;  his  reply  as  a  whole ;  and  the  high  position  of 
the  wealthy  person  quoted. 

Which  one  or  ones  will  you  choose  for  special  direct- 
ness of  utterance  ?  Do  not  let  it  be  a  matter  of  merely 
looking  up  somewhere. 

ip.  At  least  half  a  dozen  points  of  particular  interest 
might  be  chosen  here,  and  several  of  them  used. 

Who  says,  set  up  a  cotton  mill? 

II.    Why  Grow  old  along  with  me? 

To  what  does  the  best  refer  ?     The  first  what  ? 


228  TEACHING  TO  READ 

Our  times  are  in  His  hand 
Who  saith,  "A  whole  I  planned, 
Youth   shows   but  half;    trust  God:   see  all, 
nor  be  afraid  !" 

Rabbi  Ben  Ezra  —  ROBERT  BROWNING. 

12.        I  pray  the  prayer  of  Plato  old  : 

God  make  thee  beautiful  within, 
And  let  thine  eyes  the  good  behold 
In  everything  save  sin  ! 

My  Namesake  —  JOHN  GREENLEAF  WHITTIER. 

Our  times  are  in  whose  hand?      Ans.  His  hand  who 
saith,  etc. 
Memorize. 

"  Rabbi  Ben  Ezra"  is  one  of  about  sixty  poems  In  which 
Mr.  Browning  gives  utterance  to  the  thoughts  and  feelings 
of  persons  other  than  himself. 

In  "  Sordello,"  he  says  he  makes  them  speak  as  they  were 
wont  to  do  "  myself  kept  out  of  view/1  and  in  dedicating  a 
number  of  such  poems  to  his  wife,  he  writes  in  "  One  Word 
More  "  of  the  method : 

"  Love,  you  saw  me  gather  men  and  women, 
Live  or  dead  or  fashioned  by  my  fancy, 
Enter  each  and  all,  and  use  their  service, 
Speak  from  every  mouth,  —  the  speech,  a  poem." 
Rabbi    Ben    Ezra,    was    a    real    person,  —  a   profound 
Jewish   scholar   and   Old   Testament   commentator  of   the 
Middle  Ages. 

12.  An  apparently  direct  quotation  without  quo- 
tation marks.  What  does  the  absence  of  the  marks 
tell  us  ? 

Plato,  a  Greek  philosopher  before  the  time  of  Christ. 


STUDIES   IN  QUOTATIONS  22Q 

13.  "The  proper  study  of  mankind  is  man  ;" 
The  most  perplexing  one,  no  doubt,  is  woman. 

Boys  —  JOHN   GODFREY    SAXE. 

14.  I  held  it  truth,  with  him  who  sings 

To  one  clear  harp  in  divers  tones, 
That  men  may  rise  on  stepping-stones 
Of  their  dead  selves  to  higher  things. 

In  Memoriam  —  ALFRED  TENNYSON. 

15.  From  a  child  I  was  fond  of  reading,  and  all  the 
little  money  that  came  into  my  hands  was  ever  laid 
out  in   books.     Pleased  with  the   Pilgrim's   Progress, 
my  first  collection  was  John  Bunyan's  works,  in  separate 
little  volumes.     I  afterward  sold  them  to  enable  me  to 


13.  Nothing  but  the  marks  to  show  that  a  portion  is 
quoted. 

Perplexing  what  ? 

Do  you  like  the  alliteration  in  proper  and  perplexing? 
Compare  Nos.  11-13.     In  which  is  it  hardest  to  make 
the  quoted  portion  plain  for  a  hearer  ? 

Know  then  thyself,  presume  not  God  to  scan ; 
The  proper  study  of  mankind  is  man. 

An  Essay  on  Man.     Epistle  II  —  ALEXANDER  POPE. 

14.  Quoting  the  thought  of  another,  but  expressing 
it  in  original  form. 

Him  —  "  As  far  as  I  recollect,  I  referred  to  Goethe." 

ALFRED  TENNYSON.     (In  a  letter  written  in  1880.) 

Divers  tones.  —  The  thought  repeated  in  many  forms. 

15.  The  quoted  titles  should  stand  out  clearly. 
Do  not  undervalue  them  and  they,  sentence  3.   . 


230  TEACHING  TO  READ 

buy  R.  Burton's  Historical  Collections  ;  they  were  small 
chapmen's  books,  and  cheap,  forty  or  fifty  in  all.  .  .  . 
Plutarch's  Lives  I  read  abundantly,  and  I  still  think 
that  time  spent  to  great  advantage.  There  was  also 
a  book  of  De  Foe's,  called  An  Essay  on  Projects,  and 
another  of  Dr.  Mather's  called  Essays  to  do  Good, 
which  perhaps  gave  me  a  turn  of  thinking  that  had  an 
influence  on  some  of  the  principal  events  of  my  life. 
The  Autobiography  of  Benjamin  Franklin  —  EDITED  BY  JOHN  BIGELOW. 


16.  ^he  debt  we  owe  to  books  was  well  expressed 
by  Richard  de  Bury,  Bishop  of  Durham,  author  of 
"Philobiblon,"  written  as  long  ago  as  1344,  and  the 
earliest  English  treatise  on  the  delights  of  literature  : 
14  These,"  he  says,  "  are  the  masters  who  instruct  us  with- 
out rods  and  ferules,  without  hard  words  and  anger, 
without  clothes  or  money.  '-'  If  you  approach  them, 
they  are  not  asleep  ;  if,  investigating,  you  interrogate 
them,  they  conceal  nothing;  if  you  mistake  them,  tluv 
never  grumble  ;  if  you  are  ignorant,  they  cannot  laugh 
at  you.  *  The  library,  therefore,  of  wisdom  is  more 
precious  than  all  rubies,  and  nothing  that  can  be  wished 
for  is  worthy  to  be  compared  with  it.  4  Whoever, 

Plutarch*  s  Lives.  —  Of  the  great  men  of  Greece  and  Rome. 
How  many  books  gave  him  a  turn  of  thinking? 

16.   What  are  the  two  main  parts  in  sentence  I  ? 
Of  what  subject  does  "  Philobiblon  "  treat  ?     What  is 
the  author  discussing  in  sentence  I  ? 
SENTENCE  3.     Compare  Proverbs  8  :  n  : 

For  wisdom  is  better  than  rubies  ;  and  all  the  things  that 
may  be  desired  are  not  to  be  compared  to  it. 

SENTENCE  4.     What  is  a  zealous  follower? 

Why  must  a  zealous  follower  of  truth  make  himself  a 
lover  of  books?  A  zealous  follower  of  happiness? 


STUDIES  IN  QUOTATIONS  231 

therefore,  acknowledges  himself  to  be  a  zealous  fol- 
lower of  truth,  of  happiness,  of  wisdom,  of  science,  or 
even  of  faith,  must  of  necessity  make  himself  a  lover 
of  books."  5  But  if  the  debt  were  great  then,  how 
much  more  now. 

The  Pleasures  of  Life  —  SIR  JOHN  LUBBOCK. 

17.  l  The  Chief  Justice,  on  whose  opinion  hung  the 
fate  of  so  many  hundreds  of  innocent  families,  insisted 
that  the  French  inhabitants  [of  Acadia]  were  to  be 
looked  upon  as  confirmed  "rebels;"  who  had  now 

s  collectively  and  without  exception  become  "re- 
cusants." 2  Besides,  they  still  counted  in  the  vil- 
lages "eight  thousand"  souls,  and  the  English  not 
more  than  "three  thousand  ;"  they  stood  in  the  way 
of  "the  progress  of  the  settlement;"  "by  their  non- 

10  compliance  with  the  conditions  of  the  treaty  of 
Utrecht,  they  had  forfeited  their  possessions  to  the 
crown;"  after  the  departure  of  the  fleet  and  troops 
"the  province  would  not  be  in  a  condition  to  drive 
them  out."  ...  3  So  he  advised  "against  receiving 

15  any  of  the  French  inhabitants  to  take  the  oath,"  and 
for  the  removal  of  "  all"  of  them  from  the  province. 
History  of  the  United  States  —  GEORGE  BANCROFT. 

SENTENCE  5.     Then. —  When?     Winy  much  more  now? 
Make  plain  for  your  hearer  where  the  long  quotation 
begins,  and  also  that  the  last  sentence  is  not  quoted. 

17.  While  one  pupil  reads,  have  the  others  judge 
whether  or  not  any  one  would  know  from  the  manner 
of  reading  that  the  inserted  quotations  were  spoken  or 
written  by  the  Chief  Justice  and  not  by  Mr.  Bancroft. 

Correctly  value  opinion;  also  the  large  number  of 
people  represented  by  hundreds  of  families,  and  notice 
that  they  were  innocent. 


232  TEACHING  TO  READ 

1 8.  Longfellow  lived  beyond  the  allotted  years  of 
man,  the  "threescore  and  ten"  of  the  Psalmist,  yet 
his  busy  brain  and  untiring  hand  wrought  on  as  in 
changeless  youth  and  vigor.  On  the  27th  of  February, 
1882,  was  celebrated  his  seventy-fifth  birthday,  and 
on  the  24th  of  March  the  land  thrilled  at  the  solemn 
words:  "Longfellow  died  to-day!"  Alas!  we  had 
almost  thought  him  immortal. 

And  is  he  not  immortal  ?  When  we  consider  that 
long  life  of  beauty  and  beneficence,  the  noble,  happy, 
enduring  work  done  by  our  poet,  his  unsullied  purity 
of  thought  and  word,  we  may  tenderly,  yet  reverently 
remember  him  as  "long-loved,  and  for  a  season  gone," — 

"  One  of  the  few,  the  immortal  names, 
That  were  not  born  to  die!" 

The  Youth's  Companion. 

The  Chief  Justice  .  .  .  insisted  —  what  ?  Phrase 
correctly. 

Note  the  force  of  without  exception.  Meaning  of 
recusants? 

Hundreds  of  innocent  families  equaled  how  many 
people  ?  (See  line  7.) 

Their  non-compliance.  —  Not  taking  the  oath  of  alle- 
giance to  England. 

SENTENCE  3.  Do  not  undervalue  advised,  against, 
receiving,  any,  removal,  of  "  all "  of  them,  province. 

1 8.  The    closing    quotations    are    from    the    poem 
"Marco  Bozzaris." 

19.  The  opposite  in  position  to  No.  18:  an  introduc- 
tory quotation  instead  of  a  concluding  one. 

A ]ct  well  your  part.  —  "All  the  world's  a  stage."  (Page 
129.) 


STUDIES  IN  QUOTATIONS  233 

19.    "Honor  and  shame  from  no  conditions  rise; 
Act  well  your  part,  there  all  the  honor  lies. 

Worth  makes  the  man,  and  want  of  it  the  fellow ; 
The  rest  is  all  but  leather  or  prunello." 

5  The  author  of  these  oft-quoted  lines  was  physically 
deformed,  and  all  his  life  fought  disease.  Johnson 
tells  us  :  "He  was  so  weak  as  to  be  unable  to  rise  to 
dress  himself  without  help.  He  was  so  sensitive  to 
cold  that  he  had  to  wear  a  kind  of  fur  doublet  under 

10  a  coarse  linen  shirt ;  one  of  his  sides  was  contracted, 
and  he  could  scarcely  stand  upright  until  he  was 
laced  into  a  bodice  made  of  stiff  canvass;  his  legs 
were  so  slender  that  he  had  to  wear  three  pairs  of 
stockings,  which  he  was  unable  to  draw  on  and  off 

15  without  help.  His  seat  had  to  be  raised  to  bring 
him  on  a  level  with  a  common  table."  —  And  yet 
he  lived  to  be  fifty-six  years  of  age,  became  a  leader 
in  the  contemporary  world  of  letters,  numbered 
among  his  friends  the  most  noted  men  of  his  time, 

20  and  is  to-day  rated  as  the  most  famous  English  poet 
of  the  first  half  of  the  eighteenth  century. 


The  author.  —  Pope.     See  page  487,  No.  27. 

Fellow.  —  In  this  sense  an  appellation  of  contempt ; 
a  man  without  good  breeding ;  an  ignoble  man. 

Leather  or  prunello. — Outside  covering;  leather  for 
an  apron  ;  prunello  (or  prunella),  a  prune-colored  woolen 
stuff,  then  in  use  for  clergymen's  gowns. 

In  the  omitted  lines  the  poet  refers  to  the  small  difference 
which  clothing  should  make  in  estimating  the  real  worth  of  man. 
The  difference  between  men  does  not  lie  in  the  fact  that  the 
"  cobbler  is  aproned,  the  parson  gowned,  the  friar  hooded, 
and  the  monarch  crowned,"  —  Worth  makes  the  man. 

TURNER,  TEACH.  TO  READ l6 


234  TEACHING  TO  READ 

20.  1  General  Wolfe  was  a  great  admirer  of  the  poet 
Gray.  2  As  he  went  the  rounds  for  the  final  inspection 
on  the  beautiful  starlight  evening  before  the  attack 
on  Quebec,  he  remarked  to  those  in  the  boat  with  him, 
"I  would  rather  be  the  author  of  'The  Elegy  in  a 
Country  Churchyard*  than  to  have  the  glory  of  beating 
the  French  to-morrow";  and  amid  the  rippling  of  the 
water  and  the  dashing  of  the  oars,  he  repeated  : 

The  boast  of  heraldry,  the  pomp  of  power, 
And  all  that  beauty,  all  that  wealth  e'er  gave, 

Await  alike  the  inevitable  hour : 

The  paths  of  glory  lead  but  to  the  grave. 

8  In  the  impetuous  attack  made  by  the  French  at 
daybreak  on  the  following  morning  Wolfe  was  twice 
wounded,  but  he  still  pushed  forward.  '  A  third  ball 
struck  him.  6  He  was  carried  to  the  rear.  '"They 
run  !  Thev  run  !"  exclaimed  the  officer  on  whom  he 
leaned.  7"Who  run?  he  faintly  gasped.  "The 
French,"  was  the  reply.  •  "Now  God  be  praised,  I  die 
happy,"  murmured  the  expiring  hero. 

Montcalm,  too,  was  fatally  wounded  as  he  was  vainly 
ming  to  rally  the  fugitives.  On  being  told  by  the 
surgeon  that  he  could  not  live  more  than  twelve  hours, 
he  answered,  "So  much  the  better.  I  shall  not  see 
the  surrender  of  Quebec." 

A  Britf  History  of  the  United  Statis  —  BARNES. 


20.  SENTENCES  6-9.    The  manner  of  reading  is  in- 
dicated in  the  context. 

Explain  The  boast  of  heraldry ;  the  pomp  of  power. 
The  inevitable  hour.  —  Of  death. 

21.  If  i.  The  proverb.—- Proverbs  22:  29. 

Lord  Chatham  (chat'  am),  William  Pitt,  prime  minister 
of  England  (1757-1761),  and  friend  of  the  American  colonies, 
in  behalf  of  whom  some  of  his  most  impassioned  speeches 


STUDIES  IN  QUOTATIONS  235 

21.  l  It  is  said  that  from  childhood  Franklin  de- 
lighted to  repeat  the  proverb  of  Solomon  :  "Seest  thou 
a  man  diligent  in  his  business  ?  he  shall  stand  before 
kings ;  he  shall  not  stand  before  mean  men."  2  He 
obeyed  this  proverb  :  he  was  diligent ;  and  at  last  he 
stood  before  the  royalty  of  Europe  and  received  the 
public  praises  of  Lord  Chatham. 

1  At  the  advanced  age  of  eighty-four,  his  great  life- 
work  done,  "he  was  gathered  to  his  fathers."  2  Upon 
the  motion  of  James  Madison,  Congress  adopted  a 
resolution  declaring  that  "his  native  genius  was  not 
more  an  ornament  to  human  nature  than  his  various 
exertions  of  it  have  been  to  science,  to  freedom,  and  to 
his  country."  3  Lord  Brougham  declared,  "One  of  the 
most  remarkable  men  of  our  times  as  a  politician,  or  of 
any  age  as  a  philosopher,  was  Franklin;  who  stands 
alone  in  combining  these  two  characters,  the  greatest 
that  man  can  sustain,  and  in  this,  that,  having  borne 
the  first  part  in  enlarging  science  by  one  of  the  greatest 
discoveries  ever  made,  he  bore  the  second  part  in  found- 
ing one  of  the  greatest  empires  in  the  world." 

Benjamin  Franklin  —  HIRAM  WASHINGTON  THOMAS. 


were  made  in  the  House  of  Lords.     It  was  for  him  that 
Pittsburgh  was  named, 

If  2.  SENTENCE  2.  Meaning  of  native  genius?  In 
wh  at  way  is  native  genius  an  ornament  to  human  nature  ? 

How  did  Franklin  exert  his  native  genius  for  science? 
¥  or  freedom?  For  his  country? 

SENTENCE  3 .  Lord  Brougham  (broo'  am),  an  English  states- 
man, author,  and  scholar. 

What  marked  him  as  a  politician?     As  a  philosopher? 

To  what  does  these  two  characters  refer  ? 

Is  the  comma  after  sustain  rhetorically  sufficient  ? 


236  TEACHING  TO  READ 

22.  1  On  the  Fourth  of  July,  1776,  the  representatives 
of  the  United  States  of  America,  in  Congress  assembled, 
declared  that  these  United  Colonies  are,  and  of  right 
ought  to  be,  free  and  independent  States.  This 
declaration,  made  by  most  patriotic  and  resolute  men, 
trusting  in  the  justice  of  their  cause  and  the  protection 
of  Heaven,  and  yet  not  without  deep  solicitude  and 
anxiety,  —  has  stood  for  seventy-five  years,  and  still 
stands.  .  .  . 

1  If  Washington  were  now  among  us,  —  and  if  he 
could  draw  around  him  the  shades  of  the  great  public 
men  of  his  own  day,  patriots  and  warriors,  orators  and 
statesmen,  and  were  to  address  us  in  their  presence, 
would  he  not  say  to  us  :  "Ye  men  of  this  generation,  I 
rejoice  and  thank  God  for  being  able  to  see  that  our 
labors  and  toils  and  sacrifices  were  not  in  vain.  2  You 
are  prosperous,  you  are  happy,  you  are  grateful;  the 
fire  of  liberty  burns  brightly  and  steadily  in  your  hearts, 
while  Duty  and  Law  restrain  it  from  bursting  forth  in 
wild  and  destructive  conflagration.  *  Cherish  liberty, 
as  you  love  it ;  cherish  its  securities,  as  you  wish  to 
preserve  it.  4  Maintain  the  Constitution  which  we 
labored  so  painfully  to  establish,  and  which  has  been 
to  you  such  a  source  of  inestimable  blessings.  b  Pre- 
serve the  Union  of  the  States,  cemented  as  it  was  by 
our  prayers,  our  tears,  and  our  blood.  6  Be  true  to 
God,  your  country,  and  your  duty." 

A  Fourth  of  July  Oration  (1851)  —  DANIEL  WEBSTER. 

Can  you  read  omitting  that?     (After  this.) 

What  was  the  great  discovery? 

What  is  the  meaning  of  empire,  as  here  used  ?  To 
what  empire  does  the  author  refer  ?  How  did  Franklin 
bear  a  part  in  founding  it  ? 

Glib  utterance  of  references  that  are  not  understood 
cannot  be  called  intelligent  reading. 


STUDIES  IN  QUOTATIONS  237 

23.    GLIMPSES  OF  SAMUEL  JOHNSON 

From    a    review   of    The   Life   of    Samuel  Johnson   by   James 
Boswellt  in  The  Best  Fifty  Books  of  the  Greatest  Authors. 

1  In  1773,  in  company  with  Boswell,  he  [Samuel 
Johnson]  made  a  tour  to  the  highlands  of  Scotland  and 
the  Hebrides ;  and  each  of  them  afterwards  published 
an  account  of  the  trip.  2  Later  in  life  Johnson  said 
of  his  tour  that  he  got  an  acquisition  of  more  ideas  by 
it  than  by  anything  that  he  remembered.  3  Of  books 
of  travel  he  once  remarked  :  "They  will  be  good  in 
proportion  to  what  a  man  has  previously  in  his  mind ; 
his  knowing  what  to  observe ;  his  power  of  contrasting 
one  mode  of  life  with  another.  4  As  the  Spanish  proverb 
says:  'He  who  would  bring  home  the  wealth  of  the 
Indies  must  carry  the  wealth  of  the  Indies  with  him/ 
so  it  is  in  traveling.  5  A  man  must  carry  knowledge 


22.  If  i.  Compare  the  date  in  line  I  with  that  of  the 
speech  and  also  with  seventy-five  years. 

How  much  of  sentence  I  is  a  direct  quotation  ? 
(See  No.  6,  page  498.) 

Solicitude,  uneasiness  of  mind  due  to  fear  of  evil  or  desire 
of  good. 

If  2.    Note  the  frequent  use  of  series. 
SENTENCE  2.     How  might  liberty  burst  forth  in  wild 
and  destructive  conflagration  ? 

SENTENCE  3.     What  are  the  securities  of  liberty  ? 

"We,  the  people  of  the  United  States,  ...  in  order  to 
secure  the  blessings  of  Liberty  to  ourselves  and  our  posterity, 
do  hereby  ordain  and  establish  this  constitution/' 

SENTENCE  4.  We.  —  Washington,  himself,  a  Deputy 
from  Virginia,  was  president  of  the  Convention  that 
adopted  the  constitution. 


238  .  TEACHING  TO  READ 

with  him  if  he  would  bring  home  knowledge."  'Of 
his  "Journey  to  the  Western  Island  of  Scotland," 
one  appreciative  critic  said  :  "There  are  in  that  book 
thoughts  which  by  long  revolution  in  the  great  mind 
of  Johnson  have  been  formed  and  polished  like  pebbles 
rolled  in  the  ocean." 

1  Johnson  often  took  occasion  to  express  his  inveter- 
ate dislike  for  Scotland.  2  He  once  said  to  Boswell :  "  I 
wonder  how  I  should  have  any  enemies  for  I  do  harm 
to  nobody."  3  Boswell  replied  :  "In  the  first  place  you 
will  be  pleased  to  recollect  that  you  set  out  with  attack- 
ing the  Scotch;  so  you  got  a  whole  nation  for  your 
enemies."  4  Johnson  then  acknowledged  that  by  his 
definition  of  oats,  "a  grain  fed  to  horses  in  England 
and  to  men  in  Scotland,"  he  meant  to  vex  the  Scotch. 

5  He  objected  to  the  extreme  nationality  of  the  Scotch. 

6  In  the  heat  of  the  controversy  over  the  authenticity 
of  the  poems  of  Ossian,  he  declared  that  Scotchmen 
"loved  Scotland  better  than  truth."     7"But,"  he  said, 
"I  will  do  you,  Boswell,  the  justice  to  say  that  you  are 
the  most  un-Scotchified  of  your  countrymen.     8You 
are  almost  the  only  instance  of  a  Scotchman  th;it    I 
have  known  who  did  not  at  every  other  sentence  bring 
in  some  other  Scotchman." 

1  Remarking  on  the  general  insufficiency  of  education 
in  Scotland,  he  said :  "Their  learning  is  like  bread  in 
a  besieged  town ;  every  man  gets  a  little,  but  no  man 
gets  a  full  meal."  2  Nor  would  he  allow  Scotland  to 
derive  any  credit  from  Lord  Mansfield,  as  he  was 
educated  in  England.  s"Much  may  be  made  of 
a  Scotchman,  if  he  be  caught  young."  4  When  Mr. 
Ogilvie  had  remarked  that  Scotland  had  a  great  many 
noble,  wild  prospects,  "I  believe,  sir,  you  have  a  great 
many,"  replied  Johnson;  "Norway,  too,  has  noble 
wild  prospects,  and  Lapland  is  remarkable  for  prodi- 
gious noble  wild  prospects.  6  But,  sir,  let  me  tell 
you,  the  noblest  prospect  which  a  Scotchman  ever 
sees,  is  the  highroad  that  leads  him  to  England." 


STUDIES  IN  QUOTATIONS  239 

23.  Samuel  Johnson,  a  famous  English  author  (1709-1784), 
the  compiler  of  a  dictionary  with  a  grammar  and  a  history  of 
the  English  language. 

Boswell,  James  Boswell,  Scottish  biographer  of  Samuel 
Johnson. 

If  I.  SENTENCE  3.  Why  are  books  of  travel  good  in 
proportion  to  what  a  man  has  previously  in  his  mind? 

Why  are  they  good  in  proportion  to  his  knowing  what 
to  observe? 

Why  are  they  good  in  proportion  to  his  power  of  con- 
trasting one  mode  of  life  with  another  ? 

Give  an  illustration  of  the  Spanish  proverb. 

Avoid  monotony  in  reading  by  observing  the  changes 
in  the  subjects  discussed,  and  by  striving  to  catch  the 
spirit  of  the  quoted  parts.  What  are  you  reading  about 
in  sentence  3  ?  What  were  you  reading  about  in  sen- 
tence 2  ?  What  new  subject  is  taken  up  in  sentence  6  ? 

Express  in  your  own  words  the  meaning  of  the  last 
quotation. 

1f  2.    SENTENCE  6. 

Ossian  (osh'  <zn),  a  Celtic  warrior  poet,  mentioned  in  an- 
cient Scotch  ballads  and  traditions;  considered  fabulous 
by  many. 

If  3.    SENTENCE  2. 

Lord  Mansfield,  Lord  chief  justice  of  England. 

SENTENCE  4.  Observe  the  difference  in  the  punctua- 
tion of  Mr.  Ogilvie's  remark  and  Mr.  Johnson's  repeti- 
tion of  it. 

Mr.  Ogilvie  (6'  g'l  vi),  a  Scottish  poet. 

Why  have  the  noble  wild  prospects  of  Lapland  and 
much  of  Norway  been  of  little  value  ? 


240  TEACHING  TO  READ 

24.    A  REMINISCENCE  OF  LEXINGTON 

Conclusion  of  a  Speech  delivered  in  Boston  in  1855. 

One  raw  morning  in  spring  —  it  will  be  eighty  years 
the  ninteenth  day  of  this  month  —  Hancock  and  Adams, 
the  Moses  and  Aaron  of  that  Great  Deliverance,  were 
both  at  Lexington ;  they  also  had  "  obstructed  an 
officer  "  with  brave  words.  British  soldiers,  a  thousand 
strong,  came  to  seize  them  and  carry  them  over  the  sea 
for  trial,  and  so  nip  the  bud  of  Freedom  auspiciously 
opening  in  that  early  spring.  The  town  militia  came 
together  before  daylight,  "for  training."  A  great,  tall 
man,  with  a  large  head  and  a  high,  wide  brow,  their 
captain,  —  one  who  had  "seen  service,"  -marshaled 
them  into  line,  numbering  but  seventy,  and  bade 
"Every  man  load  his  piece  with  powder  and  ball.  I 
will  order  the  first  man  shot  that  runs  away,"  said  he, 
when  some  faltered.  "Don't  fire  unless  fired  upon, 
but  if  they  want  to  have  a  war,  let  it  begin  here." 

Gentlemen,  you  know  what  followed  ;  those  farmers 
and  mechanics  "fired  the  shot  heard  round  the  world." 
A  little  monument  covers  the  bones  "of  such  as  before 
had  pledged  their  fortune  and  their  sacred  honor  to  the 
Freedom  of  America,  and  that  day  gave  it  also  their 
lives.  I  was  born  in  that  little  town,  and  bred  up  amid 
the  memories  of  that  day.  When  a  boy,  my  mother 
lifted  me  up,  one  Sunday,  in  her  religious,  patriotic 
arms,  and  held  me  while  I  read  the  first  monumental 
line  I  ever  saw,  —  "  Sacred  to  Liberty  and  the  Rights 
of  Mankind." 

Since  then  I  have  studied  the  memorial  marbles  of 
Greece  and  Rome,  in  many  an  ancient  town ;  nay,  on 
Egyptian  obelisks,  have  read  what  was  written  before 
the  Eternal  roused  up  Moses  to  lead  Israel  out  of  Egypt ; 
but  no  chiseled  stone  has  ever  stirred  me  to  such  emo- 
tions as  those  rustic  names  of  men  who  fell,  "In  the 
Sacred  Cause  of  God  and  their  Country." 


STUDIES  IN  QUOTATIONS  241 

Gentlemen,  the  spirit  of  Liberty,  the  love  of  Justice, 
was  early  fanned  into  a  flame  in  my  boyish  heart.  That 
monument  covers  the  bones  of  my  own  kinsfolk ;  it  was 
their  blood  which  reddened  the  long,  green  grass  at 
Lexington.  It  was  my  own  name  which  stands  chiseled 
on  that  stone;  the  tall  Captain  who  marshaled  his 
fellow  farmers  into  stern  array  and  spoke  such  brave 
and  dangerous  words  as  opened  the  war  of  American 
Independence  —  the  last  to  leave  the  field  —  was  my 
father's  father.  I  learned  to  read  out  of  his  Bible,  and 
with  a  musket  he  that  day  captured  from  the  foe,  I 
learned  also  another  religious  lesson,  that  "Rebellion 
to  tyrants  is  obedience  to  God/'  I  keep  them  both 
"Sacred  to  Liberty  and  the  Rights  of  Mankind,"  to  use 
them  both  "In  the  Sacred  Cause  of  God  and  my 

Country." 

THEODORE  PARKER. 


24.  Rebellion  to  tyrants  is  obedience  to  God  (last 
paragraph)  : 

From  an  inscription  on  the  cannon  near  which  the  ashes  of 
President  John  Bradshaw  were  lodged,  on  the  top  of  a  high 
hill  near  Martha  Bay  in  Jamaica. 

History  of  the  Three  Judges  of  King  Charles  I  —  STILES. 

This  supposititious  epitaph  was  found  among  the  papers  of 
Mr.  Jefferson,  and  in  his  handwriting.  It  was  supposed  to 
be  one  of  Dr.  Franklin's  spirit-stirring  inspirations. 

Life  of  Jefferson  —  RANDALL. 
Reread,  applying  your  understanding  of  Quotations  : 

Chap.      III.  No.  56. 

Chap.       IV.  Nos.  17,  19,  27. 

Chap.         V.  No.  30  (sentence  2). 

Chap.       VI.  Nos.  18,  24,  27,  28. 

Chap.     VII.  Nos.  31,  35,  42,  44,  45,46,  47,  53. 

Chap.  VIII.  Nos.  5,  6,  7,  8,  9,  13,  14,  21,  25. 


242  TEACHING  TO  READ 


SUGGESTIVE  QUESTIONS  FOR  A  WRITTEN  LESSON 

1.  Give  two  reasons   why  a  reader   should  be  able 
to  look  from  his  book  to  his  hearers. 

2.  How  many  speakers  are  represented   in  No.  2  ? 
Who  are  they  ?     How  many  hearers  ?     Who  are  they  ? 

3.  (No.  n.)    How  is  the  first  of  life  made  for  the 
last?     Who  was  Rabbi  Ben  Ezra  ? 

4.  (No.  14.)  To  what  poet  does  Mr.  Tennyson  refer  ? 

5.  (No.   17.)  Who  said  that  the  Acadians  (line  n) 
"  had  forfeited  their  possessions  to  the  crown  "? 

Who  says  (line  8) :  they  stood  in  the  way  of  "the  prog- 
ress of  the  settlement?" 

6.  (No.  19.)  Explain  the  meaning  of  lines  3,  4. 

7.  (No.    21.)     Who    was    Lord     Chatham?     Lord 
Brougham  ?      In    what    way    does    Franklin     stand 
alone  ? 

8.  Quote  from  No.  23  : 

(a)  A  quotation  within  a  quotation. 

(b)  A  Quoted  title. 

(c)  A  direct  quotation  from  Mr.  Johnson. 

(d)  An  indirect  quotation  from  Mr.  Johnson. 

9.  Quote  from  No.  23  : 

(a)  A  direct  quotation  from  Boswell. 

(b)  A  quotation  from  a  critic. 

(c)  A  quotation  which  stands  without  a  direct  in- 
troduction. 

(d)  An  indirect  quotation  from  Mr.  Ogilvie. 
10.   The  same  continued  : 

(a)  A  quotation  which  shows  that  Mr.  Johnson 
was  witty. 

(b)  A  quotation  regarding  education  in  Scotland. 

(c)  Who  says    (1f  2.   Sentence   i),  Johnson  often 
took  occasion  to  express  his  dislike  for  Scotland?     [Ans. 
The  reviewer  of  the  book.] 

(d)  Who     was     Johnson  ?      Boswell  ?      Ossian  ? 
Lord  Mansfield  ?    Mr.  Ogilvie  ? 


CHAPTER  X 

STUDIES  IN  INVERTED  EXPRESSIONS, 
CONDITIONAL  CLAUSES,  AND  THE  LIKE 

Inverted  expressions,  because  they  appeal  first  to 
the  attention,  often  gain  an  unwarranted  degree  of 
importance  with  the  careless  reader.  As  is  the  case 
with  modified  words  and  their  modifiers,  inverted  ex- 
pressions may  be  of  less  value.,  equal  value,  or  more 
value  than  the  other  parts  of  the  sentence.  Only  a 
complete  understanding  of  the  thought  that  the  author 
desires  to  express  can  determine  which. 

The  reasons  for  inversion  will  vary.  In  one  instance 
it  may  have  been  used  to  bring  certain  ideas  into  greater 
prominence ;  in  another  to  promote  grace  and  beauty 
of  utterance;  in  another  to  meet  mechanical  poetical 
requirements ;  and  still  another,  merely  for  the  sake  of 
variety.  It  is  too  much  to  .suppose  that  authors  are 
always  conscious  of  a  reason  for  the  employment  of 
a  certain  form  of  sentence.  They  are,  however,  aware 
of  the  results  desired,  and  practice  enables  them  to 
apply  the  forms  that  will  best  bring  those  results. 

Whatever  may  be  the  reason,  the  fact  remains  that 
the  two  portions  of  all  such  sentences  are  always  re- 
lated to  each  other  and  to  the  thought,  and  their 
arrangement  has  a  distinct  bearing  on  the  effect  that 
the  author  wished  to  produce.  The  reader  should, 
therefore,  determine  their  relative  importance  and  un- 
derstand the  effect  of  the  arrangement. 

243 


244  TEACHING  TO  READ 

SELECTIONS  AND  SUGGESTIVE  STUDIES 

1.  He  is  slowly  recovering. 

2.  He  is  recovering  slowly. 

3.  In  the  dead  of  night,  with  a  chosen  band,  under 
the  cover  of  a  truce,  he  approached. 

4.  After   rambling   leisurely   about  for  some  time, 
reading  the   inscriptions   on   the   various   monuments 
which  attracted  my  curiosity,  and  giving  way  to  the 
different  reflections  they  suggested,  I  sat  down  to  rest 
myself  on  a  sunken  tombstone. 

Outre  Mfr  —  HENRY  WADSWORTH  LONGFELLOW. 


I,  2.  The  single  word  adverb  is  placed  naturally 
either  before  or  after  its  verb.  When  the  author  places 
the  adverb  before  the  verb,  he  means,  as  a  rule,  to  im- 
press you  with  the  idea  in  his  verb.  When  he  places 
the  adverb  after  the  verb,  the  adverb  holds  the  more 
important  idea. 

The  following  illustrates  an  exception  to  the  rule : 

"  He  who  sedulously  attends,  pointedly  asks,  calmly  speaks, 
coolly  answers,  and  ceases  when  he  has  no  more  to  say,  is 
possessed  of  some  of  the  best  requisites  of  man." 

All  men  attend,  ask,  speak,  answer,  and  cease;  but  to  pos- 
sess some  of  the  best  requisites  of  man,  one  must  attend  sedu- 
lously, ask  pointedly,  speak  calmly,  answer  coolly,  etc.  Both 
ideas  are  important,  but  the  verb  does  not  hold  the  more  im- 
portant idea  of  the  two. 

Read,  placing  the  adverb  after  the  verb.  Note  that  the 
author  has  chosen  the  more  euphonious  arrangement. 


STUDIES  IN  INVERTED  EXPRESSIONS  245 

i 

5.  Slowly  and  sadly  we  laid  him  down. 

Burial  of  Sir  John  Moore  —  CHARLES  WOLFE. 

6.  Silently,  one  by  one,  in  the  infinite  meadows  of 

heaven, 

Blossomed   the   lovely  stars,   the  forget-me-nots 
of  the  angels. 

Evangeline  —  HENRY  WADSWORTH  LONGFELLOW. 

3.  The  adverbial  phrase  naturally  follows  its  verb. 

He  approached  —  when  ?  With  whom  ?  Under  what 
condition  ? 

Read  in  inverted  order,  and  then  in  natural  order. 
What  is  gained  by  the  inversion  ? 

4.  I  sat  down  to  rest,  etc.  -  -  When  ? 
Is  the  order  of  events  a  natural  one  ? 

Rambling  about.  —  In  a  famous  cemetery  in  Paris. 

5.  What  effect  is  gained  by  the  inversion  ? 

6.  Much  of  the  smoothness  and  beauty,  the  rhythm 
of  poetry  is  dependent  upon  inversion. 

Trace  the  natural  order  of  this  sentence,  not  as  a 
grammatical  exercise,  but  for  the  purpose  of  determin- 
ing the  independent,  or  leading  portion,  and  seeing  the 
relation  which  each  of  the  other  portions  bears  to  it. 

Can  you  give  a  reason  for  the  poetic  fancy  that  the 
stars  are  the  forget-me-nots  of  the  angels? 

Legend  of  the  naming  of  the  flower:  A  lover,  while  try- 
ing to  pluck  for  his  ladylove  some  blossoms  that  grew  on 
the  bank  of  a  rushing  stream,  lost  his  hold,  and  was  drowned. 
As  he  was  whirled  away  on  the  current,  he  threw  the  flowers 
he  had  gathered  to  the  bank,  crying,  "  Forget  me  not  ! " 


246  TEACHING  TO  READ 

7.  There  is  no  flock,  however  watched  and  tended, 

But  one  dead  lamb  is  there ! 
There  is  no  fireside,  howsoe'er  defended, 
But  has  one  vacant  chair ! 

Resignation  —  HENRY  WADS  WORTH  LONGFELLOW. 

8.  Peace  being  declared  between  France  and  Eng- 
land in  1748,  the  governor  had  now  an  opportunity  to 
sit  at  his  ease  in  grandfather's  chair. 

Grandfather's  Chair  —  NATHANIEL  HAWTHORNE. 

9.  If  you  would  not  be  forgotten  as  soon  as  you  are 
dead,  either  write  things  worth  reading,  or  do  things 
worth  writing.  BENJAMIN  FRANKLIN. 

10.  If  I  have  laid  down  my  premises  correctly;  if  I 
have  reasoned  clearly ;  if  I  have  proved  my  assertions ; 
how  can  you  withhold  your  assent  ? 


7.  Pupils  who  unduly  emphasize  is  have  not  noticed 
that  the  subject  (flock;  fireside)  follows  the  verb  when 
a  sentence  is  introduced  by  there. 

8.  This  is  the  natural  order  for  this  sentence.     The 
portion  that  may  appear  inverted  is  independent. 

9.  The  conditional  clause  may  either  precede  or 
follow  the  main  clause. 

What  is  the  main  clause  ?     What  choice  does  it  offer  ? 
What  is  gained  by  placing  the  conditional  clause  first  ? 

10.  An  effective  way  of  introducing  a  question  call- 
ing for  a  decision.  A  tactful  and  forceful  manner  of 
calling  attention  to  the  ground  that  he  has  covered 
and  the  manner  in  which  he  has  done  it,  —  both  of 
which  should  influence  his  hearers  in  his  favor. 


STUDIES  IN  INVERTED  EXPRESSIONS  247 

11.  Though  the  mist  upon  our  jackets 

In  the  bitter  air  congeals, 
And  our  lines  wind  stiff  and  slowly 

From  off  the  frozen  reels  ; 
Though  the  fog  be  dark  around  us, 

And  the  storm  blow  high  and  loud, 
We  will  whistle  down  the  wild  wind, 

And  laugh  beneath  the  cloud  ! 

The  Fishermen  —  JOHN  GREENLEAF  WHITTIER. 

12.  As  a  countenance  is  made  beautiful  by  a  soul 
shining  through  it,  so  the  world  is  made  beautiful  by 
the  shining  through  it  of  God. 

//  clauses  cannot  always  be  transposed.  Observe 
the  easy  gradations  by  which  sentences  verge  away 
from  the  easily  trarisposable  variety  : 

(1)  If  a  sparrow  cannot  fall  to  the  ground  without  God's 
knowledge,  how  can  an  empire  rise  without  his  aid  ? 

BENJAMIN  FRANKLIN. 

(2)  If  any  man  among  you  seemeth   to  be  religious  and 
bridleth  not  his  tongue,  but  deceiveth  his  own  heart,  this 
man's  religion  is  vain.  —  James  i :  26. 

Transpose  i,  using  only  the  same  words,  and  his  will 
precede  its  antecedent.  Transpose  2,  and  the  thought 
is  changed. 

11.  We  will  whistle  down  ike  wild  wind,  and  laugh 
.beneath  the  cloud,  even  though,  etc.     What  is  gained  by 
placing  clauses  of  concession  first?     Suggestion:  When 
we  know  the  conditions  first,  we  are  prepared  to  ap- 
preciate more  fully  the  dauntless  spirit  of  the  fishermen. 

12.  Many  comparisons  present  the  leading  idea  last. 
Does  the  comparison  make  the  thought  clearer  ? 
Invert  the  order.     How  is  the  thought  weakened  ? 


248  TEACHING  TO  READ 

13.    As  wasps,  provoked  by  children  in  their  play, 
Pour  from  their  mansions  by  the  broad  highway, 
In  swarms  the  guiltless  traveler  engage, 
Whet  all  their  stings,  and  call  forth  all  their  rage ; 
s  All  rise  in  arms,  and  with  a  general  cry 
Assert  their  waxen  domes  and  buzzing  progeny : 
Thus  from  the  tents  the  fervent  legion  swarms, 
So  loud  their  clamors,  and  so  keen  their  arms. 
Homer's  Iliad.    Book  XVI  —  ALEXANDER  POPE.    (Translation.) 

13.  What  is  the  main  portion  ?  Meaning  of  fervent? 
Legion? 

The  fervent  legion  swarms  from  the  tents  thus.  —  How  ? 

As  wasps  do  how  many  and  what  things  ?  What 
causes  them  to  do  these  things  ?  (Provoked  by  children 
in  their  play.)  What  are  their  mansions? 

Which  portion  is  opposed  to  guiltless  traveler?  Ans. 
Children  in  their  play.  Note  the  force  of  guiltless  as 
well  as  of  traveler. 

Explain,  Whet  all  their  stings;  call  forth  all  their  rage; 
a  general  cry;  assert  their  waxen  domes;  buzzing  progeny. 

What  balances  from  the  tents  (line  7)  ?  Ans.  From 
their  mansions  (line  2). 

What  balances  the  fervent  legion  (line  7)  ?  Ans. 
Wasps,  provoked  by  children  in  their  play  (line  i). 

What  balances  swarms  (line  7)  ?  Ans.  Pour  from 
their  mansions  (line  2). 

What  balances  so  loud  their  clamors  (line  8)  ?  Ans. 
A  general  cry  (line  5). 

What  balances  so  keen  their  arms  (line  8)  ?  Ans. 
Whet  all  their  stings  (line  4). 

What  is  the  relation  between  line  7  and  lines  1-6  ? 
Between  lines  8  and  7  ? 


STUDIES  IN   INVERTED  EXPRESSIONS  249 

14.  If  you  look  about  you,  and  consider  the  lives  of 
others  as  well  as  your  own ;    if  you  think  how  few  are 
born  with  honors,  and  how  many  die  without  name  or 
children  ;  how  little  beauty  we  see,  and  how  few  friends 
we  hear  of;  how  many  diseases,  and  how  much  poverty 
there  is  in  the  world,  —  you  will  fall  down  upon  your 
knees,  and,  instead  of  repining  at  your  afflictions,  will 
admire   so   many   blessings   which   you   have   received 
at  the  hand  of  God.  SlR  WILLIAM  TEMPLE. 

15.  Of  man's  first  disobedience,  and  the  fruit 
Of  that  forbidden  tree,  whose  mortal  taste 
Brought  death  into  the  world,  and  all  our  woe, 
With  loss  of  Eden,  till  one  greater  Man 


What  is  the  object  of  the  poet  in  presenting  the  com- 
parison ?  Ans.  To  give  the  impression  of  multitudes 
moving  in  thick  masses,  but  from  motive,  and  under 
direction.  It  is  as  one  might  observe  it  from  a  height. 

14.  Periodic  sentences   afford  excellent    practice  in 
reading.     By  a  periodic  sentence  is  meant  one  which 
is  so  constructed  that  it  does  not  give  a  completed 
meaning  until  the  very  close.     The  leading  thought  is 
kept  in  suspense  until  all  of  the  several  or  many  sub- 
sidiary parts  are  disposed  of. 

What  is  the  leading  thought  ?  You  will  do  how 
many  things  ? 

What  opposed  thought  is  inserted  ?  Is  it  opposed  to 
both  divisions  of  the  leading  thought  ? 

15.  Very  long  sentences  frequently  have  long  parts 
that   would    be    periodic    if    standing   by   themselves. 
This  quotation,  as  it  stands,  is  only  a  part  of  the  open- 
ing sentence  of  "  Paradise  Lost  " ;  the  remaining  part 

TURNER,  TEACH.  TO  READ 17 


250  TEACHING  TO  READ 

5  Restore  us,  and  regain  the  blissful  seat, 
Sing,  heav'nly  Muse,  that,  on  the  secret  top 
Of  Oreb,  or  of  Sinai,  didst  inspire 
That  shepherd,  who  first  taught  the  chosen  seed, 
In  the  beginning  how  the  Heav'ns  and  Earth 
10  Rose  out  of  Chaos. 

Paradise  Lost.     Book  I  —  JOHN  MILTON. 


is  so  constructed  that  the  entire  sentence  is  not  periodic. 

It  is  as  follows : 

: <>r.  if  Sion  hill 

Delight  thee  more,  and  Siloa's  brook  that  flowed 
Fast  by  the  oracle  of  God,  I  thence 
Invoke  thy  aid  to  my  adventurous  song, 
That  with  no  middle  flight  intends  to  soar 
Above  the  Aonian  mount,  while  it  pursues 
Things  unattempted  yet  in  prose  or  rhyme. 

An  examination  of  No.  15  shows  that  we  may  have 
a  completed  sentence  after  Sing,  heav'nly  Muse 
(line  6).  It  is  because  the  sentence  might  be  a  periodic 
one  at  that  point,  but  is  not,  that  it  affords  reading 
material  a  step  more  difficult  than  the  preceding 
illustration ;  for  to  the  otherwise  periodic  arrangement 
is  added  the  modifying  clause  that  identifies  the 
heav'nly  Muse  referred  to. 

Sing ,    heav'nly    Muse,  —  what  ?      Ans.      Lines   1-4. 

Be  careful  of  the  phrasing  in  lines  8-10.  In  the 
beginning  does  not  tell  when  that  shepherd  taught  the 
chosen  seed,  but  when  the  Heav'ns  and  Earth  rose  out 
of  Chaos.  Natural  order:  That  shepherd  who  first 
taught  the  chosen  seed  how  the  Heav'ns  and  Earth  rose 
out  of  Chaos  in  the  beginning. 


STUDIES   IN  INVERTED   EXPRESSIONS  251 

16.  1  Curiosity    is    no    doubt    an    excellent    quality. 
2  In   a  critic  it  is  especially  excellent.     3  To  want  to 
know  all   about   a  thing,   and  not   merely  one  man's 
account  or  version  of  it ;    to  see  all  around  it,  or,  at 
any  rate,  as  far  around  it  as  possible ;    not  to  be  lazy 
or  indifferent,  or  easily  put  off,  or  scared  away,  — all 
this  is  really  very  excellent. 

Obiter  Dicta  —  AUGUSTINE  BIRRELL. 

17.  Wherever,  O  man,  God's  sun  first  beamed  upon 
thee,  —  where  the  stars  of  heaven  first  shone  above  thee, 

—  where  His  lightnings  first  declared  His  omnipotence, 
and  His  storm  and  wind  shook  thy  soul  with  pious  awe, 

—  there  are  thy  affections,  there  is  thy  country.     Where 
the  first  human  eye  bent  lovingly  over  thy  cradle,  - 
where  thy  mother  first  bore  thee  joyfully  on  her  bosom,— 
where  thy  father  engraved  the  words  of  wisdom  on  thy 
heart,  —  there  are  thy  affections,  there  is  thy  country. 

M.  E.  ARNDT. 


16.  How  does   the  leading  thought   in   sentence   3 
differ  in  formation  from  the  leading  portion  in  No.  14  ? 

What  relation  do  the  foregoing  portions  of  the  sen- 
tence bear  to  all  this? 

Read,  omitting  all  this.  Of  what  use  is  its  presence  ? 
Can  you  give  No.  14  a  similar  arrangement  ?  (If  you 
would  do  all  this.)  Would  it  add  to  the  clearness  ? 

What  do  the  semicolons  lead  you  to  expect  regarding 
at  least  one  of  the  three  divisions?  Ans.  That  t>ne 
division  at  least  will  probably  contain  a  comma. 

What  thought  relation  does  sentence  3  bear  to  sen- 
tence i  ? 

17.  Thy  affections,  0  man,  are  where,  sentence  i  ? 
Sentence  2  ? 


252  TEACHING  TO  READ 

1 8.  If  when  I  read  a  book  about  God  I  find  that  it 
has  put  Him  farther  from  me;  or  about  man,  that  it 
has  put  me  farther  from  him ;  or  about  this  universe, 
that  it  has  shaken  down  upon  it  a  new  look  of  desola- 
tion, turning  a  green  field  into  a  wild  moor ;  or  about 
life,  that  it  has  made  it  seem  a  little  less  worth  living, 
on  all  accounts,  than  it  was ;  or  about  moral  principles, 
that  they  are  not  quite  so  clear  and  strong  as  they  were 
when  this  author  oegan  to  talk ;  then  I  know  that  on 
any  of  these  five  cardinal  things  in  the  life  of  man,— 
his  relations  to  God,  to  his  fellows,  to  the  world  about 
him,  and  the  world  within  him,  and  the  great  principles 
on  which  all  things  stable  center,  —  that,  for  me,  is 
a  bad  book.  It  may  chime  in  with  some  lurking  ap- 
petite in  my  own  nature,  and  so  seem  to  be  as  sweet 
as  honey  to  my  taste;"  but  it  comes  to  bitter,  bad 
results.  ROBERT  COLLYER. 


Compare  the  sentences,  looking  for  some  method  in 
the  author's  arrangement  by  which  clearness  and  sim- 
plicity are  effected.  Sentence  I  deals  with  the  sun, 
the  stars,  the  lightnings,  storm  and  wind;  sentence  2 
speaks  of  the  human  eye,  the  mother,  and  the  father. 
Might  one  be  said  to  represent  the  ties  of  nature,  and 
the  other  of  human  nature  ? 

18.  What  is  the  main  thought  ?  Ans.  I  know  that 
.  .  .  that  is  a  bad  book. 

A  bad  book  for  whom  ?     For  me,  on  what  subjects  ? 

Trace  the  "  five  cardinal  things  "  in  the  series  of 
conditional  clauses.  Let  the  semicolons  help  you. 

his  relations  to  God when  I  read about  God,  etc. 

to  his  fellows about  man,  etc. 

to  the  world  about  him about  this  universe,  etc. 


STUDIES  IN  INVERTED  EXPRESSIONS  253 

19.    INDIAN  JUGGLERY 

1  Coming  forward  and  seating  himself  on  the  ground, 
in  his  white  dress  and  tightened  turban,  the  chief 
of  the  Indian  Jugglers  begins  with  tossing  up  two  brass 
balls,  which  is  what  any  of  us  could  do,  and  concludes 
by  keeping  up  four  at  the  same  time,  which  is  what  none 
of  us  could  do  to  save  our  lives,  not  if  we  were  to  take 
our  whole  lives  to  do  it  in.  2  It  is  the  utmost  stretch 
of  human  ingenuity,  which  nothing  but  the  bending 
of  the  faculties  of  body  and  mind  to  it  from  the  ten- 
derest  infancy  with  incessant,  ever-anxious  application 
up  to  manhood,  can  accomplish  or  make  even  a  slight 

the  world  within  him about  life,  etc. 

the  great  principles about  moral  principles,  etc. 

Memorize.  Begin  by  getting  the  topics  in  the  series 
clearly  outlined.  Note  the  construction  of  the  different 
parts  of  the  series  :  for  instance,  the  opposite  arrange- 
ment in  the  first  and  second  (put  Him  — from  me;  put 
me  — from  him) ;  the  figurative  comparison  in  the  third  ; 
the  breaking  of  the  main  thought  in  the  fourth. 

Note  the  places  where  the  argument  changes :  // 
(a  series  of  conditions) ;  then  (introducing  the  main 
thought) ;  /  know  that  (the  main  thought  broken  to 
insert  a  modifying  thought,  which,  in  turn,  must  be 
explained  before  the  main  thought  is  completed). 

Trace  the  series  in  the  explanatory  portion.  What 
is  the  third  part  of  the  series  ? 

19.  If i.  SENTENCE  i.  Simplify  by  tracing  first  the 
leading  thought,  noting  balanced  portions  :  The  chief  of 
the  Indian  Jugglers  begins  with  tossing  up  two  brass  balls 
and  concludes  by  keeping  up  four  at  the  same  time. 


254  TEACHING  TO  READ 

approach  to.  3  To  conceive  of  this  extraordinary 
dexterity,  distracts  the  imagination  and  makes  ad- 
miration breathless. 

1  To  catch  four  bails  in  succession,  in  less  than  a 
second  of  time,  and  deliver  them  back  so  as  to  return 
with  seeming  consciousness  to  the  hand  again  ;  to  make 
them  revolve  around  him  at  certain  intervals,  like  the 
planets  in  their  spheres ;  to  make  them  chase  each 
other  like  sparkles  of  fire,  or  shoot  up  like  flowers  or 
meteors ;  to  throw  them  behind  his  back,  and  twine 
them  around  his  neck  like  ribbons,  or  like  serpents  ;  to 
do  what  appears  an  impossibility,  and  to  do  it  with 
all  the  ease,  the  grace,  the  carelessness  imaginable ;  to 
huitfh  at,  to  play  with  the  glittering  mockeries,  to 
follow  them  with  his  eye  as  if  he  could  fascinate  them 
with  its  lambent  fire,  or  as  if  he  had  only  to  see  that 
they  kept  time  with  the  music  on  the  stage,  —  there 
is  something  in  all  this  which  he  who  does  not  admire 
may  be  quite  sure  he  never  really  admired  anything  in 
the  whole  course  of  his  life.  *  It  is  skill  surmounting 
difficulty,  and  beauty  triumphing  over  skill.  8  The 
smallest  awkwardness  or  want  of  pliancy  or  self- 
possession  would  stop  the  whole  process.  4  It  is  the 
work  of  witchcraft,  and  yet  sport  for  children. ' 

WILLIAM  HAZLITT. 

SENTENCE  2.  Watch  the  phrasing:  from  the  tcndcnst 
infancy  .  .  .  up  to  manhood. 

^[2.    SENTENCE  I.     What  is  the  leading  thought? 

Study  the  inverted  portion,  looking  for  some  method 
in  the  arrangement  that  may  help  to  clearness  of  ex- 
pression. You  will  notice  semicolon  divisions. — They 
will  help.  You  will  notice  that  each  of  those  divisions 
begins  with  to  do  something.  —  But  that  will  not  prove 
reliable  because  some  of  the  subordinate  divisions  are 
also  to  do  something. 


STUDIES  IN  INVERTED  EXPRESSIONS  255 

20.    THE   REWARDING  OF  HORATIUS 

From  Horatius. 

They  gave  him  of  the  corn-land, 

That  was  of  public  right, 
As  much  as  two  strong  oxen 

Could  plough  from  morn  till  night; 
And  they  made  a  molten  image, 

And  set  it  up  on  high, 
And  there  it  stands  unto  this  day 

To  witness  if  I  lie. 

It  stands  in  the  Comitium, 

Plain  for  all  folk  to  see ; 
Horatius  in  his  harness, 

Halting  upon  one  knee; 
And  underneath  is  written, 

In  letters  all  of  gold, 
How  valiantly  he  kept  the  bridge 

In  the  brave  days  of  old. 

And  still  his  name  sounds  stirring 

Unto  the  men  of  Rome, 
As  the  trumpet-blast  that  cries  to  them 

To  charge  the  Volscian  home ; 
And  wives  still  pray  to  Juno 

For  boys  with  hearts  as  bold 
As  his  who  kept  the  bridge  so  well 

In  the  brave  days  of  old. 

And  in  the  nights  of  winter, 

When  the  cold  north  winds  blow, 
And  the  long  howling  of  the  wolves 

Is  heard  amidst  the  snow; 
When  round  the  lonely  cottage 

Roars  loud  the  tempest's  din, 
And  the  good  logs  of  Algidus 

Roar  louder  yet  within ; 


256  TEACHING  TO  READ 

5.     When  the  oldest  cask  is  opened, 

And  the  largest  lamp  is  lit, 
When  the  chestnuts  glow  in  the  embers, 

And  the  kid  turns  on  the  spit ; 
When  young  and  old  in  circle 

Around  the  firebrands  close ; 
When  the  girls  are  weaving  baskets, 

And  the  lads  are  shaping  bows ; 

1  6.     When  the  goodman  mends  his  armor, 

And  trims  his  helmet's  plume ; 
When  the  coodwife's  shuttle  merrily 

Goes  flashing  through  the  loom ; 
With  weeping  and  with  laughter 

Still  is  the  story  told, 
How  well  Horatius  kept  the  bridge 

In  the  brave  days  of  old. 

IAS  BABINGTON  MACAULAY. 


20.  There  are  several  versions  of  the  story  of  Horatius. 
Lord  Macaulay  tells  us  that  according  to  Polybius,  a  Greek 
historian  of  Rome,  Horatius  defended  the  bridge  alone  and 
perished  in  the  waters ;   but  according  to  the  chronicles  that 
Livy,  a  Roman  historian  of   Rome,  followed,  Horatius  had 
two  companions,  swam  safely  to  shore,  and  was  loaded  with 
honors  and  rewards.     See  page  72,  No.  43. 

What  inversion  do  you  find  in  stanza  2  ? 

What  is  the  effect  of  inverting  the  order  of  still  in 
stanza  3  ? 

What  is  the  leading  thought  of  stanzas  4,  5, 6  ?  Trace 
the  semicolons. 

21.  When  inverted  portions  are  very  long,  be  sure 


STUDIES  IN  INVERTED  EXPRESSIONS  257 

21.    FRANKLIN'S    PROPHECY 

At  the  Close  of  the  Federal  Convention. 

1  When  all  was  over,  it  is  said  that  many  of  the  mem- 
bers seemed  awe-struck.  2  Washington  sat  with  head 
bowed  in  solemn  meditation.  3  The  scene  was  ended 
by  a  characteristic  bit  of  homely  pleasantry  from 
Franklin.  4  Thirty-three  years  ago,  in  the  days  of 
George  II,  before  the  first  mutterings  of  the  Revolu- 
tion had  been  heard,  and  when  the  French  dominion 
in  America  was  still  untouched,  before  the  banishment 
of  the  Acadians  or  the  rout  of  Braddock,  while  Wash- 
ington was  still  surveying  lands  in  the  wilderness, 
while  Madison  was  playing  in  the  nursery,  and  Hamil- 
ton was  not  yet  born,  Franklin  had  endeavored  to 
bring  together  the  thirteen  colonies  in  a  federal  union. 

5  Of  the  famous  Albany  plan  of  1754,  the  first  complete 
outline  of  a  federal  constitution  for  America  that  was 
ever  made,  he  was  the  principal,  if  not  the  sole  author. 

6  When  he  signed  the  Declaration  of  Independence  in 
this  very  room,  his  years  had  rounded  the  full  period 
of  three-score  and  ten.     7  Eleven  years  more  had  passed, 
and  he  had  been  spared  to  see  the  noble  aim  of  his  life 
accomplished.     8  There  was  still,  no  doubt,  a  chance  of 
failure,  but  hope  now  reigned  in  the  old  man's  breast. 

1  On  the  back  of  the  President's  quaint  black  arm- 
chair there  was  emblazoned  a  half-sun,  brilliant  with 
its  gilded  rays.  2  As  the  meeting  was  breaking  up  and 
Washington  arose,  Franklin  pointed  to  the  chair  and 
made  it  the  text  for  prophecy. 

"  As  I  have  been  sitting  here  all  these  weeks,"  said 
he,  "  I  have  often  wondered  whether  yonder  sun  is 
rising  or  setting.  But  now  I  know  it  is  a  rising  sun." 

JOHN  FISKE. 

that  the  main  clause  is   recognized   as  such  when  it 
appears. 


258  TEACHING  TO  READ 

22.    AMERICA 

On  the  Prospect  of  Planting  Arts  and  Learning  in 
America  (1732). 

The  Muse,  disgusted  at  an  age  and  clime 

Barren  of  every  glorious  theme, 
In  distant  lands  now  waits  a  better  time, 

Producing  subjects  worthy  fame. 

In  happy  climes,  where  from  the  genial  sun 
And  virgin  earth  such  scenes  ensue, 

The  force  of  art  by  nature  seems  outdone, 
And  fancied  beauties  by  the  true : 

In  happy  climes,  the  seat  of  innocence, 
Where  nature  guides  and  virtue  rules ; 

Where  men  shall  not  impose  for  truth  and  sense 
The  pedantry  of  courts  and  schools, 

There  shall  be  sung  another  golden  age, 

The  rise  of  empires  and  of  arts, 
The  good  and  great,  inspiring  epic  rage, 

The  wisest  heads  and  noblest  hearts. 

Not  such  as  Europe  breeds  in  her  decay, 
Such  as  she  bred  when  fresh  and  young, 

When  heavenly  flame  did  animate  her  clay, 
By  future  poets  shall  be  sung. 

Westward  the  course  of  empire  takes  its  way ; 

The  four  first  acts  already  past, 
A  fifth  shall  close  the  drama  with  the  day,  - 

Time's  noblest  offspring  is  the  last. 

BISHOP  GEORGE  BERKELEY. 


22.    The  Muse,  see  Dictionary. 


STUDIES  IN  INVERTED  EXPRESSIONS  259 

Disgusted  at  an  age.  —  To  a  nation  which  had  known  the 
vigor  and  spontaneity  of  the  palmy  days  of  the  Elizabethan 
period,  and  had  passed  through  the  progressive  "Augustan 
Age  "  which  had  closed  with  the  death  of  Queen  Anne  in 
1714,  the  year  1732  may  indeed  have  seemed  "  barren." 
Of  the  Augustan  poets,  only  Jonathan  Swift  and  Alexander 
Pope  remained ;  the  former  much  mixed  in  politics,  the  latter 
intellectually  great.  Milton,  who  had  written  one  of  the 
greatest  poems  in  the  English  language,  had  died  in  1674; 
"  Glorious  John  "  Dryden  in  1700,  Addison  in  1719,  and 
Steele  in  1729.  Goldsmith  and  Cowper  were  yet  but  chil- 
dren, and  Gray  was  but  sixteen  years  of  age.  George  I,  who 
reigned  from  1714  to  1727,  was  unpopular  with  the  people. 
In  1732,  under  George  II,  the  country  was  at  peace,  religion 
was  at  a  low  ebb,  and  the  people  most  interested  in  material 
improvement. 

Clime,  a  region  of  earth. 

Now  waits  a  better  time.  —  Where  ?  Ans.  In  distant 
lands. 

Observe  the  inverted  order  in  stanzas  2,  3,  and  4. 
There  shall  be  sung  another  golden  age.  —  Where  ?  Ans. 
In  happy  climes  .  .  .  (stanza  2) ;  In  happy  climes  .  .  . 
(stanza  3). 

STANZA  2.  Explain  such  scenes  ensue  that  the  force 
of  art  by  nature  seems  outdone,  and  fancied  beauties  (seem 
outdone)  by  the  true. 

STANZA  3.  Pedantry,  the  ostentatious  overrating  of  the 
unimportant  details  of  learning. 

Form  and  style  were  closely  studied  by  the  poets  of  the 
Augustan  Age.  Pope's  masterpiece,  "  An  Essay  on  Man," 
did  not  appear  until  1734. 

STANZA  4.     Golden  age,  the  time  of  the  highest  perfection 


260  TEACHING  TO  READ 

in  literature  and  kindred  arts;  in  English  poetry,  the 
Elizabethan  period. 

Epic,  narrating  in  grand  and  impressive  style  the,  exploits 
of  heroes. 

Rage,  poetic  passion. 

STANZA  5.  Line  I.  Such  —  what?  What  shall  be 
sung? 

STANZA  6.     Meaning  of  empire? 

The  four  first  acts.  — There  are  commonly  five  acts  in 
a  drama. 

With  the  day. — The  last  act  closes  the  evening. 

What  relation  does  stanza  6  bear  to  the  poem  as  a 
whole  ?  Stanza  5  to  stanza  4  ?  Stanzas  2  and  3  to 
stanza  4  ? 

America  is  indebted  to  Bishop  Berkeley  not  only  for  this 
prophecy  of  her  future  importance,  written  almost  200 'years 
ago,  but  also  for  his  efforts  in  her  behalf. 

He  was  born  in  Ireland  and  educated  at  Trinity  college; 
was  a  distinguished  writer,  a  traveler,  and  a  friend  of  royalty. 
About  1725,  he  formed  a  plan  of  establishing  a  college  in  the 
Bermudas  for  the  purpose  of  training  pastors  for  the  colonies 
and  missionaries  to  the  Indians.  Parliament  promised 
him  aid,  and  in  1728  he  sailed  for  America,  landing  at  New- 
port, Rhode  Island,  where  he  awaited  for  nearly  two  years 
the  arrival  of  the  promised  aid.  It  never  came ;  and  finally 
he  was  advised  to  return.  The  scheme,  however,  was  not 
fruitless  to  our  country,  for  he  left  800  volumes  of  the  library 
he  had  brought  with  him,  to  Yale  college,  certain  Greek  and 
Latin  classics  to  Harvard,  and  the  Whitehall  estate,  which 
has  become  such  a  valuable  endowment,  to  the  two  colleges, 
for  scholarships  in  Latin  and  Greek.  This  is  the  Bishop 
Berkeley  whose  name  is  inscribed  on  the  organ  in  the  old 
Trinity  church  in  Newport,  Rhode  Island. 


STUDIES  IN  INVERTED  EXPRESSIONS  261 

Give  definite  illustration  of  how  the  prophecy  is 
being  fulfilled  in  the  rise  of  empires ;  of  arts;  of  good 
and  great;  of  wise  heads ;  and  noble  hearts. 

What  men  have  we  had  who  compare  with  the  men 
who  marked  the  "  golden  age  "  in  England,  Greece, 
and  Rome  ? 

Do  you  believe  that  we  are  the  "  last  "  ?  Is  it  hard 
to  imagine  that  in  the  years  to  come  some  new  nation 
may  arise  that  will  outstrip  us  in  arts  and  learning  ? 

The  time  used  for  such  questioning  as  that  indicated  in 
the  last  three  paragraphs  should  be  comparatively  short. 

Attention  should  be  called  to  portions  requiring 
special  thought  when  assigning  the  lesson,  and  written 
answers  may  well  be  required  frequently. 

Reread,  applying  your  understanding  of  Inverted 
Expressions  : 

Chap.     I.  Nos.  25,  26. 

Chap.   II.  Nos.  12,  14. 

Chap.  IV.  Nos.  22,  27  (stanza  2). 

Chap.    V.  Nos.  19,  28,  32  (sentence  2)., 

SUGGESTIVE  QUESTIONS  FOR  WRITTEN  REVIEW 

1.  What  effect  is  gained  by  the  inverted  order  in 
Nos.  2,  5,  and  6  ? 

2.  (Nos.  9,   10.)     What  is  gained   by  placing  con- 
ditional clauses  first  ? 

3.  Quote  the  main  thought  in  No.  n  ;  No.  14. 

4.  Why  is  No.  153  periodic  sentence  ? 

5.  (No.  20.)     Who  was  Horatius  ?     Why  did  the  Ro- 
mans honor  his  memory  ? 

At  what  place  does  the  inverted  arrangement  begin  ? 
What  is  the  main  thought  in  stanzas  4-6  ? 


262  TEACHING  TO  READ 

6.  (No.  22.)    Waits  —  where  (stanza  i)  ?      There  - 
where  (stanza  4)?     Shall  be  sung — what  (stanza  5)? 

7.  (No.  22.)     Explain  the  following  : 

(a)  The  Muse. 

(b)  Disgusted  at  an  age  and  clime  barren  of  every 
glorious  theme. 

(c)  The  force  of  art  by  nature  seems  outdone, 
And  fancied  beauties  by  the  true. 

(d)  Imposing  for  truth  and  sense  the  pedantry  of 
courts  and  schools. 

(e)  Another  golden  age. 

8.  (No.  22.)  (a)  Give  the  meaning  of  clime,  genial, 
ensue,  epic,  empire,  drama. 

(b)  Who  was  Bishop  George  Berkeley  ? 

9.  Mark  the  pronunciation  of  the  following  words : 
leisurely,  different,   curiosity,    progeny,   clamors,   chaos, 
every,  Comitium,  Algidus,  Horatius. 

10.  Which  of  the  selections  in  Chapter  X  do  you 
like  best?     Why? 


CHAPTER  XI 

STUDIES  IN  INTERROGATIVE  AND 
EXCLAMATORY  EXPRESSIONS 

Studies  in  Interrogation  and  Exclamation  are  pri- 
marily studies  in  motive.  If  a  reader  understands 
the  text  and  is  familiar  with  it,  he  needs  only  to  grasp 
the  reason  for  asking  the  question  in  order  to  interpret 
correctly. 

The  simplest  motive  for  asking  a  question  is  to 
obtain  information  through  a  direct  answer.  Ordinary 
conversation  is  full  of  this  kind  of  questioning.  One 
person  asks,  another  replies  (No.  3) ;  or  the  question 
may  be  repeated  by  a  third  person  in  either  direct  or 
indirect  form  (No.  2).  Such  questions  present  material 
for  a  wide  variety  of  interpretation,  as  may  be  seen  in 
Nos.  5,  6,  and  7,  where  we  enter  the  realm  of  emotional 
motives. 

Figurative  interrogations,  or  those  that  are  not  asked 
for  the  purpose  of  obtaining  a  direct  answer,  make  up 
another  large  class  of  interrogative  forms.  Orators 
recognize  in  them  one  of  the  most  effective  means  for 
fixing  the  attention  of  their  hearers,  stimulating  their 
reasoning  faculties,  and  influencing  them  to  make 
decisions.  Authors,  too,  realize  that  a  direct  question 
is  one  of  the  most  effective  ways  of  introducing  a  sub- 
ject or  of  emphasizing  a  point,  and  both  prose  writers 

263 


264  TEACHING  TO  READ 

and  poets  use  the  method  more  freely  than  is  generally 
supposed. 

Studies  in  Exclamation  are  primarily  studies  in 
emotional  motives. 

This  is  a  fine  piece  of  work.     (A  plain,  simple  statement.) 
What  a  fine  piece  of  work!     (The  same  expressed  with 
emotion.) 

A  reader  should  never  attempt  the  interpretation  of 
an  exclamation  until  he  has  a  clear  conception  of  the 
real  or  imagined  condition  that  called  forth  its  utterance. 
Imagine  conditions  that  might  call  forth  the  above  state- 
ment. How  must  you  change  your  picture  to  adapt  the 
statement  to  an  exclamation  ?  Will  you  imagine  a 
change  in  the  quality  of  the  work,  in  the  experience  of 
the  judge,  or  in  the  temperament  of  the  speaker  ? 

A  second  consideration  enters  into  all  exclamations 
that  are  not  in  the  nature  of  soliloquy;  namely, 
What  effect  does  the  speaker  desire  to  produce  on  his 
hearer  ?  The  consideration  of  this  will  do  much  to 
keep  expression  natural  and  direct. 

The  study  of  reading  must  always  appeal  more  or  less 
to  the  imagination,  but  studies  in  exclamation  appeal 
most  strongly  to  it.  We  conceive  the  conditions  sur- 
rounding the  utterance,  —  step  into  those  conditions, 
as  it  were,  —  speak  the  words,  —  and,  presto  !  the  truth 
is  manifest. 

He  who  looks  for  examples  of  interrogation  or  excla- 
mation will  be  surprised  at  how  often  he  will  find  them 
together,  but,  because  of  the  wide  difference  between 
motives  for  exclamation  and  those  for  interrogation, 
they  are  studied  first  separately,  and  then  together. 


INTERROGATION  AND  EXCLAMATION  265 

PEDAGOGICAL  INTRODUCTION  TO  PART  II 

When  a  pupil  reads  an  exclamatory  passage  poorly, 
the  questions  for  the  teacher  to  decide  are  : 

Has  he  a  clear  idea  of  the  conditions  that  might  call 
forth  such  an  utterance  ? 

Is  he  of  an  unsympathetic,  unimaginative  tempera- 
ment so  that  he  needs  extra  encouragement  and  stimu- 
lation on  my  part  ? 

Is  he  sufficiently  familiar  with  the  text  to  allow  his 
imagination  a  chance  to  play  its  part  ? 

The  skillful  and  experienced  teacher  who  is  able 
to  judge  pretty  accurately  how  much  and  what  a  pupil 
is  thinking,  by  the  manner  in  which  he  reads,  will  be 
able  to  gain  results  with  much  less  "  story-telling  " 
than  the  teacher  who  has  not  learned  to  interpret  the 
emotional  language  of  countenance  and  voice.  Con- 
ditions calling  forth  an  utterance  often  need  to  be 
clearly  set  forth,  but  it  should  always  be  done  in  the 
briefest  and  most  direct  manner  possible. 

The  instructions  to  the  teacher  for  this  chapter  may 
be  summed  up  as  follows  : 

Persist  in  inquiries  regarding  motive :  Why  does 
the  author  or  speaker  ask  the  question  ?  What  is  the 
strong  or  sudden  feeling  behind  the  exclamation  ?  Who 
is  the  hearer  (known  or  imagined)  ?  What  effect  does 
the  speaker  wish  to  produce  in  his  hearer  ?  Do  not 
accept  "  hazy,"  indefinite,  half-expressed  replies.  Think 
out  the  answer  to  each  question  for  yourself,  so  that 
you  will  be  able  to  assist  the  pupils  when  they  find 
expression  difficult.  Broaden  your  vocabulary  if  you 
find  it  limited,  and  assist  the  pupils  to  broaden  theirs. 

TURNER,  TEACH.  TO  READ l8 


266  TEACHING  TO  READ 

SELECTIONS  AND  SUGGESTIVE  STUDIES 

PART  I.     INTERROGATION 

1 .  (a)  He  asked  me  if  I  thought  I  could  reach  home 
by  dark. 

(/>)  He  asked   me,  "  Do  you  think  you  can  reach 
home  by  dark  ?  " 

2.  The  world  will  not  anxiously  inquire  who  you  are ; 
it  will  ask  of  you,  "  What  can  you  do  ?  " 

3.  During  the  Battle  of  Crecy,  Prince  Edward  of 
England  and  his  division  were  so  hard  pressed,  that 
the  Earl  of  Warwick  sent  a  message  to  the  king,  be- 
seeching him  to  send  more  aid. 

I  s  my  son  killed  ?  "  asked  the  king. 
1  No,  sire,  please  God,"  returned  the  messenger. 
"  Is  IK  \\umuli-il  :  "  s.iul  the  king. 
"No,  si..-." 

'  K  he  thrown  to  the  grouml  :      s.iid  the  king. 
1  No,  sire,  not  so;   hut  he  is  very  hard  pres 
"  Then,"  said  the  km-,  "  u<>  h.n  k  to  those  who  sent 
you,  and  tell  them  th.it  I  sh.ill  send  no  aid;  because  I 
set  my  heart  upon  my  son  proving  himself  this  day 
a  brave  knight.  ;md  Im  .nisi   I  am  resolved,  please  God, 
th.it  the  honor  of  a  great  victory  shall  be  his." 

.1  Child's  History  of  England — CHARLES  DICKENS.   (Slightly  adapted.) 

1.  (a)  An  assertion  that  a  question  has  been  asked. 
(b)  The  direct  question  formally  introduced. 

2.  The  indirect  and  the  direct  form  may  be  found 
in  the  same  sentence.     Change  the  indirect  to  direct. 

3.  Examples  of  direct  questions  to  which  answers 
are  expected,  and  given. 


INTERROGATION  AND  EXCLAMATION  267 

4.  Dr.  Abernethy,  the  famous  Scotch  surgeon,  was 
a  man  of  few  words,  but  he  once  met  his  match  —  in 
a  woman.  She  called  at  his  office  in  Edinburgh  and 
showed  a  hand  badly  inflamed  and  swollen,  and  the 
following  dialogue,  opened  by  the  doctor,  took  place: 

"  Burn  ?  " 

"  Bruise." 

"  Poultice." 

The  next  day  the  woman  called  again,  and  the  dialogue 
was  as  follows  : 

"  Better  ?  " 

"  Worse." 

"  More  poultice." 

Two  days  later  the  woman  made  another  call,  and 
this  conversation  occurred  : 

"  Better  ?  " 

"  Well.     Fee  ?  " 

"  Nothing,"  exclaimed  the  doctor.  "  Most  sensible 
woman  I  ever  met."  N  York  Em-  Mail 


5.    Did  you  so  far  forget  yourself  as  to  say  that  ? 

(Surprise.) 
Did  you  so  far  forget  yourself  as  to  say  that  ? 

(Astonishment.) 


Earl  of  Warwick. — One   of   the   two    Earls   assisting  the 
Prince. 

The  king.  -. —  Edward  III  of  England. 

4.  Here  the  question  and  the  reply  are  indicated  for 
the  reader  mainly  by  punctuation  and  position ;  and  he 
must  render  the  text  in  such  a  way  that  the  hearer  will 
recognize  which  person  is  speaking,  and  which  portion 
is  the  question,  and  which  the  reply. 

5.  Stimulate  the  pupils  to  put  into  the  questions  the 


268  TEACHING  TO  READ 

Did  you  so  far  forget  yourself  as  to  say  that  ? 

(Amusement.) 
Did  you  so  far  forget  yourself  as  to  say  that  ? 

(Indignation.) 
Did  you  so  far  forget  yourself  as  to  say  that  ? 

(Anger.) 
Did  you  so  far  forget  yourself  as  to  say  that  ? 

(Incredibility  —  I  cannot  believe  it.) 
Did  you  so  far  forget  yourself  as  to  say  that  ? 

(Disgust.) 
Did  you  so  far  forget  yourself  as  to  say  that  ? 

(Something  more  to  be  added.) 

6.  "Will  you  tell  me  where  you  have  been  ?"  asked  the 
master.     There  was  no  reply.      '  Will  you  tell  me  where 
you  have  been  ?  "  he  repeated  sternly,  laying  a  detain- 
ing hand  on  the  boy's  shoulder.     It  was  plain  that  this 
master  would  not  be  denied. 

7.  And  it  came  to  pass,  when  they  were  in  the  field, 
that  Cain  rose  up  against  Abel  his  brother,  and  slew 
him. 

And  the  Lord  said  unto  Cain,  Where  is  Abel  thy 
brother  ?    And  he  said,  I  know  not  /  Am  I  my  brother's 

keePer?  Genesis 4:  8,9. 

8.  You  have  sometimes  been  on  a  railway  train  when 
the  engine  was  detached  some  distance  from  the  station 
you  were  approaching  ? 


various  emotions  indicated  :  "  I  am  so  surprised  !  "  etc. 

6.  A  question  having  the  force  of  a  demand. 
Why  is  the  second  question  stronger  than  the  first  ? 

7.  A  reply  containing  an  evasive  interrogative. 
What  is  Cain's  motive  in  asking  the  question  ? 


INTERROGATION  AND  EXCLAMATION  269 

9.  A   hundred   years   hence,  what  difference  will  it 
make  whether  you  were  rich  or  poor,  a  peer  or  a  peasant  ? 
But  what  difference  may  it  not  make  whether  you  did 
what  was  right  or  what  was  wrong  ? 

10.  Our  earthly  pilgrimage  is  nearly  finished  ;   shall 
we  not,  then,  think  of  eternity  ? 

11.  Can  the  Ethiopian  change  his  skin,  or  the  leopard 
his  spots?  Jeremiah  13:  23. 

12.  Where  now  is  the  splendid  robe  of  the  consulate  ? 
Where  are  the  brilliant  torches  ?     Where  are  the  ap- 
plauses   and   dances,   the   feasts   and   entertainments? 
Where    are   the   coronets    and    canopies  ?     Where   the 
huzzas  of  the  city  ?     The  compliments  of  the  circus, 
and  the  flattering  acclamations  of  the  spectators  ? 


8.  Declarative  in   form.     Only  the   question   mark 
tells  us  that  it  is  interrogative. 

9.  Reasoning  through  opposed   questions. 
Note  the  contrasting  ideas. 

10.  The   interrogative   member   following  the   con- 
ditional member,  —  an  impressive  form.     It  says,"  Shall 
we  not;"  it  means,  "We  should." 

11.  An  emphatic  form  of  denial.     We   know  they 
cannot. 

12.  When   a  question  is  equivalent  to  a  very  em- 
phatic negative  statement,  it  will  express  itself  with 
the  falling  inflection  instead  of  the  rising. 

Where  now  is  the  splendid  robe  of  the  consulate  ?     (It  is 
gone.)     Where  are  the  brilliant  torches  ?     (They  are  not  to 


270  TEACHING  TO  READ 

13.  Shall  we  call  him  a  patriot,  or  shall  we  stigmatize 
him  as  a  traitor  ?     Shall  we  crown  the  author  of  these 
public  calamities  with  garlands,  or  shall  we  wrest  from 
him  his  ill-deserved  authority  ? 

14.  And  long  they  fought,  and  firm  and  well, 
And  silent  fought,  and  silent  fell, 

Save  when  they  gave  the  fearful  yell 
Of  death,  defiance,  or  of  hate. 
s  But  what  were  feathered  flints  to  fate  ? 
And  what  were  yells  to  seething  lead  ? 
And  what  the  few  and  untrained  feet 
To  troops  that  came  with  martial  tread, 
And  moved  by  wood  and  hill  and  stream 
10  As  thick  as  people  in  a  street, 
As  strange  as  spirits  in  a  dream  ? 

The  Tale  of  the  Tall  Alcalde  —  JOAQUIN  MILLER. 


be  seen.)  Where  are  the  applauses  and  dances,  the  feasts 
and  entertainments  ?  (They  arc  past.)  Where  are  the 
coronets  and  canopies  ?  (Nowhere.)  Where  the  huzzas  of 
the  city  ?  (Gone.)  The  compliments  »t  the  circus,  and  the 
flattering  acclamations  of  the  spectators  ?  (Gone.) 

Rewrite  the  paragraph  in  the  form  of  emphatic  state- 
ments, and  read.  Then  practice  the  interrogative  form 
until  you  can  gain  through  it  the  same  effect. 

13.  When  questions  are  made  up  of  very  strong  con- 
trasting parts  and  the  hearers  are  expected  to  agree 
most  emphatically  with  the  second  part,  the  falling 
inflection  will  again  be  used. 

14.  To  what  emphatic  negative  statement  is  each 
question   equivalent  ?     The    contrasting  character  of 
some  of  the  ideas  also  warrants  falling  inflections. 


INTERROGATION  AND  EXCLAMATION  271 

15.     And  had  he  not  high  honor,  — 

The  hillside  for  his  pall, 
To  lie  in  state  while  angels  wait, 

With  stars  for  tapers  tall, 
5  And  the  dark  rock  pines  like  tossing  plumes 

Over  his  bier  to  wave, 
And  God's  own  hand,  in  that  lonely  land, 
To  lay  him  in  the  grave  ? 

The  Burial  of  Moses  —  MRS.  CECIL  FRANCES  ALEXANDER. 

The  poet  felt  the  reply  as  he  wrote ;  the  reader  should 
feel  the  reply  as  he  reads. 

15.    High.  — Greater  than  customary. 

How  many  phases  of  honor  are  suggested  ? 

What  relation  do  the  last  seven  lines  bear  to  the  first 
line  ? 

Explain  the  reference  to  pally  lie  in  state,  tapers, 
plumes.  Meaning  of  bier? 

Angels  wait.  —  Instead  of  whom  ?  God's  own  hand. 
—  Whose  usually  ? 

Rock  pine,  a  variety  of  the  cypress  pine. 

Observe  the  usefulness  of  and,  lines  5,  7. 
What  features  characterized  this  burial,  making  it 
different  from  other  burials  ? 

And  he  buried  him  in  a  valley  in  the  land  of  Moab,  over 
against  Beth-peor;  but  no  man  knoweth  of  his  sepulcher 
unto  this  day.  Deuteronomy  34:  6. 

Mark  Twain  loved  to  repeat  "  The  Burial  of  Moses."  Its 
stately  lines  and  simple  grandeur  always  stirred  him.  It 
was  copied  in  his  notebook  in  full,  and  many  attribute  a 
measure  of  the  simplicity  and  beauty  of  his  own  style  to  his 
deep  appreciation  of  the  poem. 


272  TEACHING  TO  READ 

16.  Under  what   circumstances   did    he   come  ?   for 
what  purpose  ?  at  whose  instigation  ? 

17.  How  shall  a  man  obtain  the  kingdom  of  God  ? 
by  impiety  ?  by  murder  ?  by  falsehood  ?  by  theft  ? 

1 8.  What  is  it  to  be  a  gentleman  ?     It  is  to  be  honest, 
to  be  gentle,  to  be  generous,  to  be  brave,  to  be  wise ; 
and,  possessing  all  these  qualities,  to  exercise  them  in 
the  most  graceful  outward  manner. 

WILLIAM  MAKEPEACE  THACKERAY. 

19.  Would    you    make    men    trustworthy  ?    Trust 
them.     Would  you  make  them  true  ?     Believe  them. 
We  win  by  tenderness,  we  conquer  by  forgiveness. 

FREDERICK  WILLIAM  ROBERTSON. 

20.  What  would  content  you  ?   Talent  ?   No.    Enter- 
prise ?    No.    Courage  ?    No.     Reputation  ?    No.     Vir- 
tue ?     No.     The  man  whom  you  would  select  should 
possess  not  one,  but  all  of  these. 


16.  Notice  the  punctuation.     A  series  of  questions 
having  a  part  (did  he  come)  in  common.     The  absence 
of  a  capital  in  the  second  and  third  questions  indicates 
close  connection  with  the  first. 

17.  One  question  followed  by  a  series  of  questions, 
all  of  which  are  dependent  upon  the  first  one  to  com- 
plete their  meaning. 

Line  2.    Substitute  a  series  of  negative  statements. 
-  Are  they  as  effective  ? 

Compare  17  with  16.     How  are  the  two  alike  ?     How 
different  ? 

1 8.  A  question  with  the  answer  attached.    Memorize. 


INTERROGATION  AND  EXCLAMATION  273 

21.  In  words  the  godly  man  is  mute,  - 

In  deeds  he  lives ;  - 

Would'st  know  the  tree  ?  examine  well  the'fruit. 
The  flower  ?  the  scent  it  gives. 

Harmonious  Splendors  —  ELIZA  A.  PETTSINGER. 

22.  He  may  live  without  books,  —  what  is  knowledge 

but  grieving  ? 
He  may  live  without  hope,  —  what  is  hope  but 

deceiving  ? 
He  may  live  without  love,  —  what  is  passion  but 

pining  ? 
But  where  is   the   man   that   can   live  without 

dining  ?  iucne  _  OWEN  MEREDITH. 


19.  Combine  sentences  i  and  2,  and  3  and  4.     Do 
they  read  as  effectively  ?     Memorize. 

20.  A  step  harder  than  No.  19.     If  necessary,  com- 
plete the  single  word  questions  (Would  talent?     Would 
enterprise?)    and   try  to   make   plain   what   the   single 
words  stand  for,  as  you  read  them. 

21.  Read  lines  i  and  2  in  the  natural  order. 

What  relation  do  lines  3  and  4  bear  to  lines  I  and  2  ? 

What  does  the  small  letter  following  the  question 
mark  tell  us  ? 

Change  line  3  to  a  conditional  statement.  Is  it  as 
effective  ? 

Express  the  thought  of  line  4  complete. 

22.  A  question  following  a  statement. 
What  is  the  motive  in  asking  the  questions  ? 
What  relation  does  line  4  bear  to  lines  1-3  ? 


274  TEACHING  TO  READ 

23.  Are  not  my  people  happy  r  I  look  upon  the 
past  and  the  present,  upon  my  nearer  and  remoter 
subjects,  and  ask,  nor  fear  the  answer.  Whom  have  I 
wronged  ?  What  province  have  I  oppressed  ?  What 
city  pillaged  ?  What  region  drained  with  taxes  ? 
Whose  life  have  I  unjustly  taken,  or  estates  coveted 
or  robbed  ?  Whose  honor  have  I  wantonly  assailed  ? 
Whose  rights,  though  of  the  weakest  and  poorest,  have 
I  trenched  upon  ?  I  dwell,  where  I  would  ever  dwell,  in 
the  hearts  of  my  people.  It  is  written  in  your  faces 
that  I  reign  not  more  over  you  than  within  you.  The 
foundation  of  my  throne  is  not  more  power  than  love. 

Zfnobia  —  WILLIAM  WARE. 


23.  Be  awake  to  the  contrasts  in  sentence  2. 
*  Rewrite  the  series  of  questions  in  the  form  of  state- 
ments, and  decide  whether  the  selection  reads  \Mth 
equal  force.  How  suggestive  are  the  questions  !  To 
have  done  those  things  would  have  been  to  rule  as 
.1  t\  ram,  and  through  "  powfr  "  without  "  lovf." 

Watch  the  new  thought  words  in  each  successive  part 
<>t  the  series.  Compare  the  second  question  of  the 
series  with  the  first.  -  /  represents  an  old  idea. 
Compare  the  third  question  with  the  second.  -  "  7/<;:r 
/  "  has  become  so  familiar  that  the  author  omits  it 
entirely.  What  now  becomes  old,  while  city  and  pil- 
laged are  new.  Read,  changing  the  order  of  the  third 
and  fourth  questions  so  that  hearers  will  appreciate  the 
smoother  and  more  forceful  effect  produced  by  placing 
the  longer  question  second. 

Whose  life  have  I  unjustly  taken,  or  estates  coveted  or 
robbed?  -  -  Keep  the  eyes  open  for  the  entrance  of  modi- 
fying ideas,  and  measure  just  how  much  each  one  is 


INTERROGATION  AND  EXCLAMATION  275 

24.    NEW  ENGLAND 

1.  The  gentleman  from  South  Carolina  taunts  us 
with  counting  the  costs  of  that  war  in  which  the  liberties 
and  honor  of  the  country,  and  the  interests  of  the  North, 
as   he   asserts,  were  forced   to  go  elsewhere  for  their 
defense.     Will  he  sit  down  with  me  and  count  the  cost 
now  ?     Will  he  reckon  up  how  much  of  treasure  the 
State  of  South  Carolina  expended  in  that  war,  and  how 
much  the  State  of  Massachusetts  ?  —  how  much  of  the 
blood  of  either  State  was  poured  out  on  sea  or  land  ? 
I   challenge  the  gentleman  to  the  test  of  patriotism 
which  the  army  rolls,  the  navy  lists,  and  the  treasury 
books  afford. 

2.  Sir,  they  who  revile  us  for  our  opposition  to  the 
last  war  have  looked  only  on  the  surface  of  things. 
They  little  know  the  extremities  of  suffering  which  the 
people  of  Massachusetts  bore   at  that  period,  out  of 

worth.  Zenobia  gives  her  hearers  a  variety  of  subjects 
upon  which  they  may  accuse  her  if  they  can. 

Meaning  of  wantonly?     Assailed?      Trenched  upon? 

I  dwell,  where  I  would  ever  dwell.  --Weigh  the  value 
of  the  repeated  word.  What  explanatory  phrase  do  you 
find  in  the  sentence  ? 

It  is  written  —  where  ?  How  could  it  be  written  in 
their  faces?  Ans.  In  an  expression  of  contentment, 
happiness,  love,  and  respect.  What  is  written?  Catch 
the  contrast  between  over  and  within. 

In  the  last  sentence,  Zenobia  is  talking  about  the 
foundation  of  her  throne,  and  both  foundation  and 
throne  present  new  ideas. 

No.  23  follows  No.  28,  Chapter  I.  Read  them 
together. 


276  TEACHING  TO  READ 

attachment  to  the  Union,  —  their  families  beggared, 
their  fathers  and  sons  bleeding  in  camps,  or  pining  in 
foreign  prisons.  They  forget  that  not  a  held  was 
marshaled  on  this  side  of  the  mountains  in  which  the 
men  of  Massachusetts  did  not  play  their  part,  as  be- 
came their  sires,  and  their  "  blood  fetched  from  mettle 
of  war  proof."  They  battled  and  bled  wherever  battle 
was  fought  or  blood  drawn. 

3.  Not  only  by  land.     I  ask  the  gentleman,  Who 
fought  your  naval  battles  in  the  last  war  ?     Who  led 
you  on  to  victory  after  victory,  on  the  ocean  and  the 
lakes  ?     Whose   was   the   triumphant    prowess    before 
which  the  Red  Cross  of  England  paled  with  unwonted 
shame  ?    Were  they  not  men  of  New  England  ?    Were 
these  not  foremost  in  those  maritime  encounters  which 
humbled  the  pride  and  power  of  Great  Britain  ? 

4.  I  appeal  to  my  colleague  before  me  from  our 
common  county  of  brave  old  Essex,  —  I  appeal  to  my 
respected  colleagues  from  the  shores  of  the  Old  Colony. 
Was  there  a  village  or  a  hamlet  on   Massachusetts 
Bay  which  did  not  gather  its  hardy  seamen  to  man  the 
gun  decks  of  your  ships  of  war  ?     Did  they  not  rally 
to  the  battle  as  men  flock  to  a  feast  ? 

q.  In  conclusion,  I  beseech  the  House  to  pardon  me, 
if  I  have  kindled,  on  this  subject,  into  something  of  un- 
seemly ardor.  I  cannot  sit  tamely  by  in  humble, 
acquiescent  silence  when  reflections,  which  I  know  to 
be  unjust,  are  cast  on  the  faith  and  honor  of  Massa- 
chusetts. 

6.  Had  I  suffered  them  to  pass  without  admonition, 
I   should   have  deemed   that  the  disembodied   spirits 
of  her  departed   children,   from   their   ashes   mingled 
with  the  dust  of  every  stricken  field  of  the  Revolution, 

-  from  their  bones  mouldering  to  the  consecrated 
earth  of  Bunker  Hill,  of  Saratoga,  of  Monmouth,  would 
start  up  in  visible  shape  before  me  to  cry  shame  on  me, 
their  recreant  countryman. 

7.  Sir,   I   have  roamed  through  the  world  to  find 


INTERROGATION  AND  EXCLAMATION  277 

hearts  nowhere  warmer  than  hers ;  soldiers  nowhere 
braver ;  patriots  nowhere  purer ;  wives  and  mothers 
nowhere  truer ;  maidens  nowhere  lovelier ;  green 
valleys  and  bright  rivers  nowhere  greener  and  brighter ; 
and  I  will  not  be  silent  when  I  hear  her  patriotism  or 
her  truth  questioned  with  so  much  as  a  whisper  of 
detraction.  Living,  I  will  defend  her;  dying,  I  would 
pause  in  my  last  expiring  breath  to  utter  a  prayer 
of  fond  remembrance  for  my  native  New  England. 

CALEB  GUSHING. 


24.    ^fi.    SENTENCES  1-3.     That  war. — Of  1812. 

Counting  the  costs. — New  England,  believing  that  such 
a  war  would  ruin  what  commerce  she  had,  opposed  it. 
How  does  the  insertion  of  as  he  asserts  alter  the  thought  ? 

Wherein  lay  the  taunt?  Why  should  a  state  not 
count  the  cost?  Might  there  be  a  time  when  it  would  be 
allowable  ? 

How  many  things  concerning  the  country  were  forced 
to  go  elsewhere  for  their  defense?  How  many  concerning 
the  North  ?  What  do  you  think  of  the  strength  of  such 
a  statement  ? 

What  was  the  motive  in  asking  each  question  ? 

Treasure.  —  Not  necessarily  money. 

What  balances  how  much  the  State  of  Massachusetts? 

In  what  expression  are  both  states  included  ? 

SENTENCE  4.  How  was  the  taunt  a  question  of 
patriotism  ? 

In  what  way  would  the  army  rolls  be  a  test  ?  The 
navy  lists?  The  treasury  books? 

Express  in  your  own  words  the  ground  covered  by 
Mr.  Gushing  in  Ifi. 


278  TEACHING  TO  READ 

^[2.   What    were   the   extremities?     Why   were  they 
borne  ?     Under  what  circumstances  might  strong  men 
"  pine  "  ?     He   does   not  say  they  willfully  misrepre- 
sent ;    he    says    "  they    little    know"    - "  they  forget" 
—  they  "  have  looked  only  on  the,  surface  of  things" 
Fetched,  drawn  as  from  a  source.     Obs. 

On,  you  noblest  English 

Whose  blood  is  fetched  from  fathers  of  war  proof. 
King  Henry  the  Fifth.    Act  III.    Scfnt  I  —  WILLIAM  SHAKESPEARE. 

Give  the  gist  of  1(2. 

f3.  SENTENCE  i.  Did  ^[2  treat  more  particularly  of 
w.ir  on  land  or  on  water  ? 

SENTENCES  2-6.  What  was  the  motive  for  ask  i  ML; 
these  questions  ?  What  answer  does  the  speaker  know 
must  be  given  ?  Why  is  it  more  effective  to  make  him 
(and  the  hearers)  answer  the  questions  than  to  tell  them  ? 

SENTENCE    3.     What  were  some  of  the  victories  ? 

Who  were  some  of  the  best-known  New  England 
leaders  ? 

SENTENCE  4.  For  what  does  the  Red  Cross  of  England 
st.md  ? 

Unwonted  (wun),  unaccustomed. 

SENTENCE  6.  What  were  some  of  the  maritime  en- 
counters? In  \vh:it  way  were  New  Englanders/or^woj/? 
What  is  the  difference  between  pride  and  power?  To 
what  war  does  he  allude  ? 

Give  the  gist  of  ^3. 

Trace  the  line  of  argument  thus  far. 

What  is  the  speaker  aiming  to  prove  ? 

K4.    What  is  the  motive  in  asking  the  questions  ? 

Mr.  Gushing  was  born  in  Essex  Co.,  Mass.,  in  1800.  He 
served  four  terms  in  Congress  (1835-1843). 


INTERROGATION  AND  EXCLAMATION  279 

Who  would  the  colleague  be  ? 

What  was  the  Old  Colony? 

Give  the  gist  of  ^[4. 

If  5.  House. — Of  Representatives.  Do  you  think 
his  ardor  unseemly?  Does  the  apology  weaken  or 
strengthen  his  argument  ?  —  Why  ? 

In  what  way  would  silence  have  been  acquiescent? 
Humble? 

In  what  way  does  sentence  I,  Ifi,  cast  reflections  on 
the  faith  of  Massachusetts?  On  the  honor? 

Why  were  the  reflections  unjust?  Which  word  shows 
that  the  speaker  was  sure  they  were  ? 

Give  the  gist  of  If 5. 

1f6.  What  is  the  meaning  of  admonition?  Deemed? 
Disembodied  spirits?  Departed  children  (Whose)  ? 
Stricken  field?  Consecrated  earth?  Visible  shape? 
Recreant  countryman?  (Why  countryman)  ?  Why 
should  they  cry  shame  on  him  ? 

Give  the  gist  of  1f6. 

If 7.  SENTENCE  I.  Sir. —  Why  the  direct  address? 
To  whom  is  it  directed  ? 

Roamed  the  world.  —  While  still  a  young  man  Mr.  Gushing 
spent  two  years  abroad ;  later,  he  was  sent  as  commissioner 
to  China.  He  was  a  brigadier  general  in  the  Mexican  War. 

Trace  the  semicolons.  How  many  parts  has  the 
series?  Is  what  follows  the  last  semicolon  a  part  of 
the  series  ? 

What  does  the  last  and  connect  ?     Ans. 

Sir,  I  have  roamed  through  the  world  to  find,  etc., 

and 
I  will  not  be  silent  when  I  hear,  etc. 


280  TEACHING  TO  READ 

Reread,  applying  your  knowledge  of  Interrogation  : 

Chap.  I.  No.  28. 

Chap.  IV.  No.  27  (stanza  3). 

Chap.  V.  Nos.  13,  31. 

Chap.  VI.  Nos.  34,  49. 

Chap.  VII.  Nos.  17,  40,  43,  53. 

Chap.  VIII.  Nos.  16,  17. 

Chap.  X.  No.  10. 

PART  II.     EXCLAMATION 

1 .  Come  quickly  !     We  need  your  help  at  once ! 

2.  Ugh  !     The    thought   of  the   reptile    made   him 
shudder. 

•  3.   Alas  !  the  spring  which  had  watered  this  oasis 
was  dried  up. 

4.  How  slowly  the  old  moon  wanes  ! 

5.  Hark  !  hark  !  the  lark  at  heaven's  gate  sings. 

Cymbeline.     Act  II.     Scent  III  —  WILLIAM  SHAKESPEARE. 


1-3.  When  you  have  looked  into  the  motive  in  each 
case,  from  the  standpoint  of  both  cause  and  effect,  con- 
sider the  punctuation  and  learn  to  notice  its  message. 
Compare  No.  2  and  No.  I.  Notice  that  both  parts  of 
No.  I  are  marked  as  strongly  emotional,  while  the  sec- 
ond part  of  No.  2  is  followed  by  a  period.  Compare 
No.  3  and  No.  2.  Notice  that  the  author  expresses  two 
separate  ideas  in  No.  2,  while  the  author  of  No.  3  in- 
dicates a  closer  relation  between  the  two  parts.  —  How  ? 

4.    Do  not  hurry  the  moon. 


INTERROGATION  AND  EXCLAMATION  281 

6.  Help  thou   thy  brother's  boat  across,   and  lo  ! 
thine  own  hath  reached  the  shore.  Hindu  Proverb. 

7.  The  clock  is  striking  midnight ;   how  suggestive 
and  solemn  is  the  sound  ! 

8.  How  far  that  little  candle  throws  his  beams  ! 
So  shines  a  good  deed  in  a  naughty  world. 

The  Merchant  of  Venice.    ActV.    Scene  1  —  WILLIAM  SHAKESPEARE. 

9.  I  entered  the  town  a  candle  snuffer,  and  I  quitted 
it  a  hero  ! 

10.  Forward  !     let  us  do  or  die  ! 

11.  Traitor  !     Coward  !  turn  and  flee  ! 

12.  A  horse  !  a  horse  !  my  kingdom  for  a  horse  ! 

King  Richard  the  Third.   ActV.    Scene  IV—  WILLIAM  SHAKESPEARE. 


5.  What  custom  of  the  lark  warrants  the  hyperbole  ? 

6.  Lo,  an  interjection  used  to  excite  particular  attention. 
Express  the  thought  in  other  words. 

7.  Does  the  emotional  element  color  the  first  half  ? 

8.  Compare  with  No.  7.    The  order  of  statement  and 
exclamation  is  reversed.     Invent  a  context  that  would 
change  the  statement  to  an  exclamation. 

9.  Wherein  lies  the  reason  for  strong  feeling  ? 

12.  King  Richard  at  Bosworth  Field,  the  final  battle  of 
the  Wars  of  the  Roses.  His  horse  has  been  shot  from  under 
him,  and  he  is  still  seeking  the  Earl  of  Richmond,  afterwards 
Henry  VII,  by  whom  he  is  soon  slain. 

TURNER,   TEACH.   TO   READ  —  19 


282  TEACHING  TO  READ 

13.  (a)  Oh  for  a  lodge  in  some  vast  wilderness  ! 

(b)  Oh,  oh,  oh  !    how  my  head  does  ache  ! 

(c)  Oh,  how  do  you  do  ?     I  was  not  expecting  you  ! 

(d)  Oh,  a  dainty  plant  is  the  Ivy  green  !  % 

14.  You  set  us  a  good  example,  your  own  temper  is 
so  angelic  ! 

15.  That  man  virtuous  !      You  might  as  well  preach 
to  me  of  the  virtue  of  Judas  Iscariot ! ! 

1 6.  What  a  piece  of  work  is  man  !    how  noble  in 
reason  !    how  infinite  in  faculty !   in  form  and  moving 
how  express  and  admirable  !  in  action  how  like  an  angel! 
in  apprehension  how  like  a  god  !    the  beauty  of  the 
world  !   the  paragon  of  animals  ! 

Hamlet.     Act  II.     Scene  11  —  WILLIAM  SHAKESPEARE. 


13.  Emotional  Oh,  which  may  be  followed  either  by 
the  exclamation  point  or  the  comma,   and  which  is 
found    occasionally    without     a    punctuation     mark, 
chiefly  denotes  wishing,  suffering,  surprise,  or  admira- 
tion.    Which  does  it  denote  in  each  example  ? 

14.  The  exclamation  point  indicates  sarcasm. 

15.  Double  exclamation  points  bespeak  an  extraor- 
dinary   degree    of    emotion.       Although    punctuated 
as  separate  sentences,  the  second  part  is  dependent 
upon  the  first  for  clearness. 

When  the  foregoing  exercises  have  been  practiced 
singly,  have  two  exercises  read  by  one  pupil,  —  for  in- 
stance, No.  I  and  No.  2,  or  No.  i  and  No.  3,  —  and  find 
how  many  can  change  promptly  and  successfully  from 
one  emotion  to  another. 


INTERROGATION  AND  EXCLAMATION  283 

17.     The  war,  that  for  a  space  did  fail, 

Now  trebly  thundering  swelled  the  gale, 

And  "  Stanley  !  "  was  the  cry.  - 
A  light  on  Marmion's  visage  spread, 

And  fired  his  glazing  eye ; 
With  dying  hand  above  his  head 
He  shook  the  fragment  of  his  blade, 

And  shouted  "  Victory  !  - 
Charge,  Chester,  charge  !     On,  Stanley,  on  !  " 
Were  the  last  words  of  Marmion. 

Marmion.     Canto  Sixth  —  SIR  WALTER  SCOTT. 


1 6.  A  series  of  exclamatory  portions. 

Read  the  introductory  exclamation.  Note  that  the 
portions  that  follow  are  independent  of  one  another, 
but  that  each  is  dependent  upon  the  introductory  sen- 
tence to  make  its  meaning  complete. 

17.  The  war,  the  Battle  of  Flodden,  —  between  the  Eng- 
lish and  Scotch. 

Marmion,  the  famous  but  fictitious  knight  of  the  romance, 
who,  mortally  wounded,  has  been  borne  from  the  field. 

Stanley,  commander  of  the  English  left  wing,  who  has 
routed  the  Scottish  right  wing,  and  timely  arrived  at  a  posi- 
tion to  help  Surrey,  who  is  being  hard  pressed  by  King  James 
of  Scotland.  Chester,  another  English  leader. " 

An  anecdote  is  told  by  Mr.  Hutton  illustrative  of  the  hold 
that  Scott's  poetry  took  upon  the  minds  of  men.  "  I  have 
heard,"  says  he,  "  of  two  old  men  —  complete  strangers  — 
passing  each  other  on  a  dark  London  night,  when  one  of  them 
happened  to  be  repeating  to  himself  .  .  .  the  last  lines  of  the 
account  of  Flodden  Field  in  '  Marmion/  *  Charge,  Chester, 
Charge/  when  suddenly  a  reply  came  out  of  the  darkness, 
1  On,  Stanley,  on/  whereupon  they  finished  the  death  of 


284  TEACHING  TO  READ 

1 8.  The  British  are  at  eight  rods  distance. 
"Now,  men  !  now  is  your  time !  "  says  the  veteran 

Prescott.     "  Make  ready  !  take  aim  !  fire  !  " 

The  smoke  clears  away  and  the  whole  hillside  is 
covered  with  the  dead.  The  British  return  the  fire : 
they  rally  :  they  attempt  to  advance.  In  vain.  Victory  ! 
victory !  They  have  turned  their  backs :  they  are 
flying  from  the  field.  Thus  ends  the  first  attack. 

ALEXANDER  HILL  EVERETT. 

19.  O  ALCOHOL  !  thou  withering  curse  of  earth, 
To  untold  sorrows  hast  thou  given  birth ; 
Lost  souls  and  blighted  homes  and  lives  attest 
The  crimes  committed  at  thy  stern  behest. 

Lost  —  L.  M.  CUNARO. 


Marmion  between  them,  took  off  their  hats  to  each  other, 
and  parted,  laughing." 

1 8.  f2.  Exclamatory  commands  to  which  is  joined 
a  very  common  form  of  explanation.  Study  the  punc- 
tu.it ion  .nul  tin  capitalization  and  observe  that  the 
command  is  made  up  of  parts. 

H3.  Notice  the  close  effect  given  to  the  actions  by 
the  use  pf  colons. 

Who  says  Victory?  Ans.  The  author,  who  is 
living  the  scene  in  imagination,  and  writing  in  the  pres- 
ent tense. 

19..  Emotion  shown  in  personification  and  direct 
address  combined. 

Changing  marks  of  punctuation  is  frequently  a  ben- 
eficial exercise.  Place  exclamation  points  after  earth, 
birth,  and  behest*  and  read  accordingly. 


INTERROGATION  AND   EXCLAMATION  285 

20.        Hurrah  !  the  seaward  breezes 

Sweep  down  the  bay  amain ; 
Heave  up,  my  lads,  the  anchor ! 

Run  up  the  sail  again  ! 
Leave  to  the  lubber  landsmen 

The  rail-car  and  the  steed ; 
The  stars  of  heaven  shall  guide  us, 

The  breath  of  heaven  shall  speed. 

Hurrah  !  —  hurrah  !  —  the  west  wind 

Comes  freshening  down  the  bay, 
The  rising  sails  are  filling,  - 

Give  way,  my  lads,  give  way  ! 
Leave  the  coward  landsman  clinging 

To  the  dull  earth,  like  a  weed,  - 
The  stars  of  heaven  shall  guide  us, 

The  breath  of  heaven  shall  speed  ! 

The  Fishermen  —  JOHN  GREENLEAF  WHITTIER. 

20.  Where  enthusiasm  for  one's  work  plays  upon  the 
emotions. 

What  is  the  meaning  and  use  of  Hurrah?  What  are 
seaward  breezes?  How  do  the  stars  of  heaven  guide? 
How  does  the  breath  of  heaven  speed?  Meaning  of 
heave  up?  Lubber  landsmen?  How  do  they  run  up 
the  sail?  Etc. 

Be  brief;  do  not  lose  time,  but  remember  that  pupils 
cannot  be  expected  to  enter  enthusiastically  into  any 
experience  that  they  have  not  at  least  made  their  own 
in  imagination. 

Contrast  these  commands  as  to  motive  with  those  in 
Nos.  10,  n,  17,  and  18.  Let  short  contrasting  com- 
mands be  read  by  single  pupils.  See  who  can  change 
from  one  motive  to  another  most  successfully. 


286  TEACHING  TO  READ 

21.  Hurrah  !  the  lifeboat  dashes  on, 

Though  darkly  the  reef  may  frown  ; 
The  rock  is  there  —  the  ship  is  gone 

Full  twenty  fathoms  down. 
s  But,  cheered  by  hope,  the  seamen  cope 

With  the  billows  single-handed  : 
They  are  all  in  the  boat !  —  hurrah  !  they're 

afloat ! — 

And  now  they  are  safely  landed, 
By  the  lifeboat !     Cheer  the  lifeboat ! 
10      Hurrah  !  hurrah  for  the  lifeboat ! 

Thf  Lifeboat.     (Adapted.) 

22.  What  a  fascination  there  is  in  really  good  read- 
ing !     What  a  power  it  gives  oiu-  !     In  the  hospital,  in 
the  chamber  of  tlu-   im.ilul,   in   the  nursery,   in    the 
domestic  and  in  the  social  circle,  among  chosen  friends 
and  companions,  how  it  enables  you  to  minister  to 
the  amusement,  the  comfort,  the  pleasure,  of  dear  ones, 
as  no  other  art  or  accomplishment  can.     No  instru- 
ment of  man's  devising  can  reach  the  heart  as  does  that 

\\otujcrful  instrument,  the  human  voice.  It  is 
God's  special  gift  to  his  chosen  creatures.  Fold  it  not 
away  in  a  napkin.  JoHH  SlttIY  HAIIT 


How  docs  the  emotional  motive  of  this  Hurrah 
horn  that  of  the  1/tfrrah  in  No.  20? 
What  relation  does  line  2  bear  to  line  I  ? 
What  rock  is  referred  to  ? 

Fathom,  the  space  to  which  a  man  can  extend  his  arms;  - 
used  chit-fly  in  measuring  cables,  cordage,  or  depth  of  water 
by  sounding.     Six  feet  or,  formerly,  five  and  a  half  or  five. 

Cope,  to  enter  into  or  maintain  a  hostile  contest ;  to 
struggle.  Now,  usually  to  strive  or  contend  on  equal  terms 
or  with  a  measure  of  success. 


INTERROGATION  AND  EXCLAMATION  287 

23.    ROME  AND  CARTHAGE 
From  Fragment  d'Histoire. 

1  Rome  and  Carthage  !  —  behold  them  drawing  near 
for  the  struggle  that  is  to  shake  the  world  !  2  Carthage, 
the  metropolis  of  Africa,  is  the  mistress  of  oceans,  of 
kingdoms,  and  of  nations  ;  a  magnificent  city,  burdened 
with  opulence,  radiant  with  the  strange  arts  and  trophies 
of  the  East.  3  She  is  at  the  acme  of  her  civilization ; 
she  can  mount  no  higher ;  any  change  now  must  be 
a  decline.  4  Rome  is  comparatively  poor.  5  She  has 
seized  all  within  her  grasp,  but  rather  from  the  lust 
of  conquest  than  to  fill  her  own  coffers.  6  She  is  semi- 
barbarous,  and  has  her  education  and  her  fortune  both 
to  get.  7  All  is  before  her,  nothing  behind. 

1  For  a  time  these  two  nations  exist  in  view  of  each 
other.  2  The  one  reposes  in  the  noontide  of  her  splen- 
dor ;  the  other  waxes  strong  in  the  shade.  3  But, 
little  by  little,  air  and  space  are  wanting  to  each  for 
her  development.  4  Rome  begins  to  perplex  Carthage, 
and  Carthage  is  an  eyesore  to  Rome.  5  Seated  on 
opposite  banks  of  the  Mediterranean,  the  two  cities 


Cheered  by  what  hope  (line  5)  ? 

What  details  of  the  story  between  lines  6  and  7  are 
left  to  the  imagination  ?  Between  the  first  half  of  line 
7  and  the  second  half?  Between  line  7  and  lines  8 
and  9  ? 

What  does  the  absence  of  the  capital  at  the  beginning 
of  hurrah  (line  7)  indicate  ? 

How  does  the  emotional  motive  of  the  second 
hurrah  (line  7)  differ  from  the  first  (line  i)  ?  The  third 
and  fourth  (line  10)  from  the  second  ? 

22.    How  does  really  good  reading  give  one  power  in 


288  TEACHING  TO  READ 

look  each  other  in  the  face.  6  The  sea  no  longer  keeps 
them  apart.  7  Europe  and  Africa  weigh  upon  each 
other.  8  Like  two  clouds  surcharged  with  electricity, 
they  impend  ;  with  their  contact  must  come  the  thun- 
der shock. 

1  The  catastrophe  of  this  splendid  drama  is  at  hand. 
2  What  actors  are  met !  3  Two  races,  that  of  merchants 
and  mariners,  that  of  laborers  and  soldiers ;  two 
nations,  the  one  dominant  by  gold,  the  other  by  steel; 
two  republics,  the  one  theocratic,  the  other  aristocratic. 
4  Rome  and  Carthage !  5  Rome  with  her  army, 
Carthage  with  her  fleet ;  Carthage,  old,  rich,  and  crafty, 
-  Rome,  young,  poor,  robust ;  the  past,  and  the 
future ;  the  spirit  of  discovery,  and  the  spirit  of  con- 
auest ;  the  genius  of  commerce,  the  demon  of  war ; 
the  East  and  South  on  one  side,  the  West  and  North 
on  the  other ;  in  short,  two  worlds,  —  the  civilization  of 
Africa,  and  the  civilization  of  Europe. 

1  They  measure  each  other  from  head  to  foot.  2  They 
gather  their  forces.  *  Gradually  the  war  kindles. 
4  The  world  takes  fire.  5  The  colossal  powers  are  locked 
in  deadly  strife.  'Carthage  has  crossed  the  Alps; 
Rome,  the  seas.  7  The  two  nations,  personified  in'two 
men,  Hannibal  and  Scipio,  close  with  each  other, 
wrestle,  and  grow  infuriate.  *  The  duel  is  desperate. 
'•'  It  is  a  struggle  for  life.  I0  Rome  wavers;  she  utters 
that  cry  of  anguish,  -  "  Hannibal  at  the  gates  !  " 
11  Hut  she  rallies,  —  collects  all  her  strength  for  one 
List,  appalling  effort,  —  throws  herself  upon  Carthage, 
and  sweeps  her  from  the  face  of  the  earth  ! 

VICTOR  HUGO. 


each  of  the  places  mentioned  ?     Let  appreciation  of  the 
truth  of  the  arguments  color  the  exclamations. 

God's  special  gift;  fold  it  not  away  in  a  napkin.  —  A 
reference  to  the  parable  of  the  talents. 


INTERROGATION  AND   EXCLAMATION  289 

23.  Tfi.  SENTENCE  I.  The  struggle. — The  Punic  wars, 
which  extended  over  more  than  a  hundred  years. 

SENTENCE  2.  Carthage  was  six  centuries  old.  She  was 
at  this  time  one  of  the  greatest'  maritime  powers  of  the  world. 
Her  merchant  ships  covered  the  Mediterranean.  Three 
hundred  cities  in  Africa  paid  her  tribute.  She  had  made 
extensive  conquests  in  Spain,  controlled  all  of  Sardinia,  and 
a  large  part  of  Sicily. 

SENTENCES  4,  5.  Rome  was  almost  five  centuries  old. 
She  had  fought  her  way  to  the  complete  dominion  of  her 
peninsula ;  but  her  wars  had  been  on  land,  and  the  dominion 
referred  to  had  only  recently  been  established. 

SENTENCE  6.  Carthage  was  of  Phoenician  origin.  The 
Phoenicians  were  the  greatest  navigators  and  merchants  of 
antiquity.  They  were  also  one  of  the  most  enterprising  and 
intellectual  of  nations.  Tyre  and  Sidon  were  in  Phoenicia, 
and  Carthage  was  founded  by  a  Tyrian  princess  (Dido). 
The  Romans  were  a  mixture  of  early  Italian  tribes. 

1(2.  SENTENCE  2.     Why  noontide? 

If  3.  SENTENCE  3.  Aristocratic,  consisting  in,  or  favoring, 
a  government  of  nobles,  or  principal  men. 

Theocratic,  pertaining  to  government  of  a  state  by  the 
immediate  direction  or  administration  of  God ;  hence,  gov- 
ernment or  political  rule  by  priests  as  representing  the 
Deity.  (Webster.) 

If4-  SENTENCE  6.  Crossed  the  Alps.  —  Hannibal  first  and 
later  his  brother,  Hasdrubal,  in  the  Second  Punic  War. 
They  came  around  from  Spain,  crossing  first  the  Pyrenees. 

Rome,  the  seas.  —  When  Scipio  had  conquered  Spain,  he 
was  sent  into  Africa,  and  was  recalled  to  defend  his  own 
country  against  the  Carthaginians. 

SENTENCE  7.  Close  with  each  other. — The  battle  of  Zama, 
which  ended  the  Second  Punic  War. 


290  TEACHING  TO  READ 

24.    THE  LAUNCH  OF  THE  SHIP 
From  The  Building  of  the  Ship. 

"  Build  me  straight,  O'worthy  Master  ! 

Staunch  and  strong,  a  goodly  vessel, 
That  shall  laugh  at  all  disaster, 

And  with  wave  and  whirlwind  wrestle !  " 

s  The  merchant's  word 

Delighted  the  Master  heard  ; 

For  his  heart  was  in  his  work,  and  the  heart 

Giveth  grace  unto  every  Art. 

And  with  a  voice  that  was  full  of  glee, 
10  He  answered,  "  Erelong  we  will  launch 

A  vessel  as  goodly,  and  strong,  and  staunch, 

As  ever  weathered  a  wintry  sea  I  " 

All  is  finished  I  and  at  length 

Has  come  the  bridal  day 
15  Of  beauty  and  of  strength. 

To-day  the  vessel  shall  be  launched  ! 

With  fleecy  clouds  the  sky  is  blanched. 

And  o'er  the  bay, 

Slowly,  in  all  his  splendors  dight, 
20  The  great  sun  rises  to  behold  the  sight. 

The  ocean  old, 

Centuries  old, 

Strong  as  youth,  and  as  uncontrolled, 

Paces  restless  to  and  fro, 
»s  Up  and  down  the  sands  of  gold. 

His  beating  heart  is  not  at  rest ; 

And  far  and  wide, 

With  ceaseless  flow, 

His  beard  of  snow 
30  Heaves  with  the  heaving  of  his  breast. 

He  waits  impatient  for  his  bride. 


INTERROGATION  AND  EXCLAMATION  291 

There  she  stands, 
With  her  foot  upon  the  sands, 
Decked  with  flags  and  streamers  gay, 
35  In.  honor  of  her  marriage  day, 

Her  snow-white  signals  fluttering,  blending, 
Round  her  like  a  veil  descending, 
Ready  to  be 
The  bride  of  the  gray  old  sea. 

40  Then  the  Master, 

•  With  a  gesture  of  command, 

Waved  his  hand ; 

And  at  the  word, 

Loud  and  sudden  there  was  heard, 
45  All  around  them  and  below, 

The  sound  of  hammers,  blow  on  blow, 

Knocking  away  the  shores  and  spurs. 

And  see  !  she  stirs  ! 

She  starts,  —  she  moves,  —  she  seems  to  feel 
so  The  thrill  of  life  along  her  keel, 

And,  spurning  with  her  foot  the  ground, 

With  one  exulting,  joyous  bound, 

She  leaps  into  the  ocean's  arms  ! 

And  lo  !  from  the  assembled  crowd 
55  There  rose  a  shout,  prolonged  and  loud, 

That  to  the  ocean  seemed  to  say, 
*  Take  her,  O  bridegroom,  old  and  gray, 

Take  her  to  thy  protecting  arms, 

With  all  her  youth  and  all  her  charms  !  " 
60  How  beautiful  she  is  !  how  fair 

She  lies  within  those  arms,  that  press 

Her  form  with  many  a  soft  caress 

Of  tenderness  and  watchful  care  ! 

Sail  forth  into  the  sea,  O  ship  ! 
65  Through  wind  and  wave,  right  onward  steer ! 

The  moistened  eye,  the  trembling  lip, 

Are  not  the  signs  of  doubt  or  fear. 


2Q2  TEACHING  TO  READ 

Thou,  too,  sail  on,  O  Ship  of  State  ! 
Sail  on,  O  UNION,  strong  and  great  ! 

70  Humanity  with  all  its  fears, 

With  all  the  hopes  of  future  years, 
Is  hanging  breathless  on  thy  fate ! 
We  know  what  -Master  laid  thy  keel, 
What  Workmen  wrought  thy  ribs  of  steel. 

75  Who  made  each  mast,  and  sail,  and  rope, 
What  anvils  rang,  what  hammers  beat, 
In  what  a  forge  and  what  a  heat 
Were  shaped  the  anchors  of  thy  hope  ! 
Fear  not  each  sudden  sound  and  shock, 

80  'Tis  of  the  wave  and  not  the  rock ; 
Tis  but  the  flapping  of  the  sail, 
And  not  a  rent  made  by  the  gale ! 
In  spite  of  rock  and  tempest's  roar, 
In  spite  of  false  lights  on  the  shore, 

85  Sail  on,  nor  fear  to  breast  the  sea  ! 
Our  hearts,  our  hopes,  are  all  with  thee, 
Our  hearts,  pur  hopes,  our  prayers,  our  tears, 
Our  faith  triumphant  o'er  our  fears, 
Are  all  with  thee,  —  are  all  with  thee  ! 

HENRY  WADSWORTH  LONGFELLOW.    (Abridged.) 


24.  Interwoven  with  the  building  of  the  ship  and  its 
launching  is  the  romance  of  the  shipbuilder  and  his  mar- 
riage. So  accustomed  are  we  to  the  arrangement  given  that 
comparatively  few  know  that 

"  On  the  deck  [of  the  ship]  another  bride 
Is  standing  by  her  lover's  side." 

She  is  the  daughter  of  the  old  Master  who  planned  the 
ship,  and  the  bride  of  the  young  man  who  built  it,  for  the 
father  had  promised  the  lover: 

"  The  day  that  gives  her  [the  ship]  unto  the  sea 
Shall  give  my  daughter  unto  thee." 


INTERROGATION  AND  EXCLAMATION      293 

They  are  married  on  board  the  beautiful  new  ship,  just 
before  the  Master  "with  a  gesture  of  command"  (line  41) 
gives  the  signal.  To  her  the  author  makes  a  direct  address 
following  and  balancing  the  direct  address  to  the  ship,  lines 
64-67  :  «  Sail  forth  into  the  sea  of  Hfe> 

O  gentle,  loving,  trusting  wife, 
And  safe  from  all  adversity 
Upon  the  bosom  of  that  sea 
Thy  comings  and  thy  goings  be!" 

The  presence  of  the  closing  apostrophe  to  the  national 
Union,  its  aptness,  and  the  ease  with  which  the  poet  intro- 
duces it,  are  easily  appreciated  when  we  know  that  the 
name  of  the  launched  vessel  was  "  UNION." 

"  Only  what  is  sound  and  strong 
To  this  vessel  shall  belong. 

And  the  UNION  be  her  name!  " 

:<  The  Building  of  the  Ship  "  is  a  symbolic  national 
poem.  Finding  symbols  of  life  in  a  mechanical  process,  and 
using  them  for  the  development  of  a  poem  was  not  new  with 
Mr.  Longfellow.  Schiller,  in  his  "  Lay  of  the  Bell,"  published 
nearly  fifty  years  before,  showed  the  various  phases  of 
human  life  symbolized  in  the  casting  of  a  church  bell,  which 
he  traces  from  the  smelting  and  purifying  of  the  metal,  in 
which  he  sees  the  years  of  childhood  and  youth,  to  the  time 
when  it  is  swung  into  place  above  the  houses  of  men  to  pro- 
claim the  message  of  its  name,  "  Concordia,"  which  means 
harmony. 

Lines  1-4.  The  order.  Division  i.  What  does 
the  exclamation  point  at  the  end  of  line  i  tell  you  ? 

Explain  line  3  ;  line  4.  Only  three  lines  are  used  for 
the  description  of  the  ship. --Would  any  elaboration 
make  the  requirements  clearer  to  our  minds  ?  Lead 


294  TEACHING  TO  READ 

the  pupils  to  appreciate  the  poetic  skill  that  can  en- 
compass so  much  in  so  few  words. 

Lines  5-12.     The  acceptance  of  the  order. 

Why  would  a  Master  be  delighted  with  such  an  order  ? 
Notice  that  there  have  been  no  limitations ;  cost  has 
not  been  considered,  work  begins  at  once,  and  he  is 
free  to  do  his  best. 

How  does  the  heart  give  grace  unto  every  Art?  Mean- 
ing of  grace? 

Study  the  Master's  reply.  Do  you  see  in  it  conceit, 
or  a  consciousness  of  power  ? 

What  does  your  imagination  see  in  weathering  a 
wintry  sea? 

Line  13,  Clause  I.    The  consummation  of  the  order. 

Between  lines  12  and  13  there  are  nearly  250  lines  in  the 
complete  poem,  concerning  the  working  out  of  the  model, 
the  gathering  of  the  materials,  and  the  building  of  the  ship, 
interspersed  with  the  wooing  of  the  Master's  daughter. 
Scrupulous  attention  is  given  to  technical  details,  but  not 
in  a  way  that  detracts  from  the  general  interest  of  the  story. 

When  considering  the  technical  side  of  the  poem,  it  is 
interesting  to  read  that  Mr.  E.  J.  Reed,  Chief  Constructor 
to  the  English  Navy,  wrote  of  it  in  1869  as  "  the  finest  poem 
on  shipbuilding  that  ever  was,  or  probably  ever  will  be, 
written, — a  poem  which  I  often  read  with  the  truest  pleasure." 

It  is  also  one  of  the  best  poems  in  the  language  foi  oral 
reading,  in  particular  to  show  the  relations  of  sound  to  sense, 
as  in  The  ocean  old,  etc.  (Division  4),  which  is  intimately 
connected  with  the  undulations  of  the  sea. 

Line  13,  Clause  2,  to  line  59.    The  launching  of  the  ship. 

This   division   may  be   subdivided   into  the  nature 

setting,  the  bridegroom  (ending  with  line  31),  the  bride, 


INTERROGATION  AND  EXCLAMATION  295 

and  the  launching  proper,  —  which  also,  in  technical 
study,  may  be  subdivided. 

Shores  and  spurs,  props  to  hold  the  hull  upright. 

Lines  64-67.    The  apostrophe  to  the  ship. 
Read  the  corresponding  address  to  the  builder's  bride. 
Line  66.    Great  events  stir  the  emotions  in   deeply 
interested    onlookers.     The  line  finds    parallel  in  the 
portion  describing  the  close  of  the  real  marriage,  in 
which, 

"the  good  old  Master 
Shakes  the  brown  hand  of  his  son, 
Kisses  his  daughter's  glowing  cheek 
In  silence,  for  he  cannot  speak, 
And  ever  faster 
Down  his  own  the  tears  begin  to  run." 

Lines  68-89.    The  apostrophe  to  the  national  Union. 
Trace  the  symbolic  portions,  and  understand  the  ref- 
erences in  the  figurative  expressions.     Memorize. 

When,  in  1788,  the  city  of  New  York  celebrated  the  adop- 
tion of  the  Constitution,  a  ship  on  wheels,  representing  the 
"  ship  of  state,"  was  drawn  through  the  streets  by  ten  milk- 
white  horses.  The  name  of  Alexander  Hamilton,  who  had 
done  so  much  to  convince  the  people  of  the  wisdom  of  placing 
the  power  in  the  hands  of  a  national  government,  was  painted 
in  large  letters  on  the  platform  upholding  the  vessel. 

Reread,  applying  your  understanding  of  Exclamation: 

Chap.         I.    Nos.  23,  25. 

Chap.  IV.    Nos.  1 8,  20,  22,  24. 

Chap.  VI.    Nos.  29,  30,  33. 

Chap.  VII.  Nos.  35,  36,  41. 

Chap.  IX.    Nos.  n,  12. 
Chap.       X.   Nos.    7,  n. 


296  TEACHING  TO  READ 


PART  III.     INTERROGATION  AND  EXCLAMATION 

I.  l  A  Gourd  wound  itself  around  a  lofty  Palm,  and 
in  a  few  days  climbed  to  its  very  top.  c<  How  old 
may'st  thou  be  ?  '  asked  the  newcomer.  * "  About 
a  hundred  years. "  4  "  About  a  hundred  years,  and  no 
taller  !  5  Only  see  !  8 1  have  grown  as  tall  as  you  in 
fewer  days  than  you  can  count  years." 

7 "  I  know  that  very  well,"  replied  the  Palm. 
8  "  Every  summer  of  my  life  a  gourd  has  climbed  up 
around  me,  as  proud  as  thou  art,  and  as  short-lived  as 
thou  wilt  be  !  '* 


i.  The  average  pupil  can  be  shown  reasons  for  "  try- 
ing again  "  with  even  this  simple  story.  The  reading 
does  not  merit  one  hundred  per  cent  if  the  reader  t;iils 
to  introduce  his  characters  (Gourd  and  Palpi)  properly ; 
to  note  the  Gourd's  method  of  climbing  (wound) ;  the 
majestic  height  of  the  Palm  (lofty) ;  the  brief  time  re- 
quired (a  few  days) ;  the  long  distance  covered  (climbed 
to  its  very  top).  He  should  recognize  the  new  topic  in 
sentence  2  (the  age  of  the  Palm) ;  notice  the  new  name 
given  the  speaker  (Why  not  Gourd  again  ?) ;  be  able  to 
give  the  motive  for  asking  the  question,  and  show  the 
difference  between  the  story-teller  and  the  speaker, 
and  the  story-teller's  hearer  and  the  speaker's  hearer. 
He  should  recognize  and  be  able  to  express  the  emotions 
that  cause  exclamation  points  to  be  placed  after  sen- 
tence 4  and  sentence  5,  instead  of  periods  as  in  sentence 
3,  and  should  bring  out  the  balancing  of  ideas  in  sen- 
tence 6. 

To  which  speaker  does  one  hundred  years  seem  the 
longer  ? 


INTERROGATION  AND  EXCLAMATION  297 

2.  "  Our  country  !     Right  or  wrong,  our  country  !  " 
is  the  sentiment  always  correct  ? 

3.  When  can  their  glory  fade  ? 

'     O  the  wild  charge  they  made  ! 

All  the  world  wonder'd. 
Honor  the  charge  they  made  ! 
5  Honor  the  Light  Brigade, 
Noble  six  hundred  ! 

The  Charge  of  the  Light  Brigade  —  ALFRED  TENNYSON. 


Does  the  knowledge  of  the  fact  (sentence  7)  trouble 
the  Palm  ? 

How  many  gourds  had  climbed  around  him  ?  What 
had  become  of  them  ? 

Wherein  had  the  Gourd  shown  pride  ?  What  quality 
is  made  to  balance  pride  in  sentence  8  ? 

Thou  art.  —  What  does  thou  balance  ? 

Is  there  a  moral  to  the  story  ? 

2.  One  of  the  closing  sentences  of  Daniel  Webster's  great 
speech  on  the  occasion  of  the  laying  of  the  corner  stone  of 
the  Bunker  Hill  monument  at  Charlestown,  Mass.,  June  17, 
1825,  was:   "  Let  our  object  be  OUR  COUNTRY,  OUR  WHOLE 
COUNTRY,  AND  NOTHING  BUT  OUR  COUNTRY,"  —  a  most  ad- 
mirable sentence  when  taken  with  the  context. 

3.  What  reply  is  in  the  mind  of  the  poet  as  he  writes 
line  i  ? 

What  is  the  motive  of  line  2  ?  (Intense  admiration.) 
What  motives  can  you  see  in  lines  4,  5,  and  6  ?  (Ad- 
miration, patriotic  gratitude,  and  appreciation.) 

The  charge.  — At  Balaklava  in  Crimea,  October  25,  1854. 
Of  607  men,  only  about  150  survived. 

TURNER,  TEACH.  TO  READ  —  2O 


298  TEACHING  TO  READ 

4.  Political  honesty  ! !   Where  can  such  a  thing  be 
found  ? 

5.  1  What  is  Time  !     2  The  shadow  on  the  dial,  - 
the  striking  of  the  clock,  —  the  running  of  the  sand,  - 
day     and     night,  —  summer    and    winter,  —  months, 
years,  centuries;  —  these  are  but   arbitrary  and  out- 
ward  signs,   the   measure  of  Time,   not   Time   itself. 
3  Time  is  the  Life  of  the  Soul.     4  If  not  this,  then  tell  me, 
what  is  Time  ?       Hyperion  —  HENRY  WADSWORTH  LONGFELLOW. 

Compare  the  original  interpretation  with  the  following 
altered  interpretations  as  quoted  by  three  different  authors : 

(a)  !What  is  time?  —  the  shadow  on  the  dial?  the  strik- 
ing of  the  clock  ?  the  running  of  the  sand  ?  day  and 
night  ?  summer  and  winter  ?  months,  years,  centuries  ? 
1  These  are  but  arbitrary  and  outward  signs,  —  the  measure  of 
time,  not  time  itself.  8Time  is  the  life  of  the  soul.  4  If  not 
this,  then  tell  me  what  is  time  ? 


Study  lines  5  and  6  carefully,  with  a  view  to  under- 
standing the  presence  of  the  comma. 

4.  Compare  with  No.  15  under  Exclamation. 

5.  In    "  Hyperion  "    (Chapter    VT),   the    paragraph 
is  introduced  by  For  and  follows  the  statement  that 
Time    moves    more    swiftly    with    some    than    with 
others. 

Study  carefully  the  interpretation  as  indicated  by 
Mr.  Longfellow,  and  then  compare  a,  b,  and  c.  His 
question  is  an  emotional  one  (What  strong  feeling 
prompted  it  ?) ;  a,  bt  and  c  rob  it  of  feeling.  A^  b, 


INTERROGATION  AND  EXCLAMATION  299 

(b)  1  What  is  time  ?  —  the  shadow  on  the  dial,  —  the  strik- 
ing of  the  clock,  —  the  running  of  the  sand,  —  day  and  night, 
—  summer  and  winter,  —  months,  years,  centuries  ?     2  These 
are  but  arbitrary  and  outward  signs,  —  the  measure  of  time, 
not  time  itself.     3Time  is  the  life  of  the  soul.     4If  not  this, 

—  then  tell  me,  what  is  time  ? 

(c)  1  What  is  time  ?     2  The  shadow  on  the  dial,  the  striking 
of  the  clock,  the  running  of  the  sand,  day  and  night,  summer 
and  winter,  months,  years,  centuries.     3  These  are  but  arbi- 
trary and  outward  signs,  the  measure  of  time,  not  time  itself. 
4  Time  is  the  life  of  the  soul.     5  If  not  this,  then  tell  me  what 
is  time  ? 


and  c  make  two  parts  to  his  sentence  2,  using  the  first 
half  to  answer  the  question.  A  says,  "  Is  it  the  shadow  on 
ike  dial?  the  striking  of  the  clock?  "  etc.,  making  each  a 
separate  query  ;  b  says  the  same,  using  one  query  made 
up  of  a  series  of  parts  whose  individual  importance  is 
indicated  to  the 'reader  by  means  of  the  dashes;  c, 
using  the  comma  alone,  suggests  less  individual  im- 
portance, and  also  weakens  the  methodical  grouping 
which  the  "  Professor,"  in  "  Hyperion,"  used  : 

The  shadow  on  the  dial,  —  the  striking  of  the  clock,  — 
the  running  of  the  sand  (instruments  for  measuring  time) ; 
—  day  and  night  (darkness  and  daylight) ;  —  summer 
and  winter  (seasons)  ;  —  months,  years,  centuries  (nu- 
merical measures  of  time). 

C  says,  "  What  is  time?  It  is  the  shadow  on  the 
dial,"  etc.  A  and  b  say,  "  What  is  time?  Is  it  the 
shadow  on  the  dial?"  etc.  The  "Professor"  says, 
"  What  is  Time!  The  things  that  we  usually  term 
time  are  but  measures  of  time." 


300  TEACHING  TO  READ 

6.  There  is  a  land,  of  every  land  the  pride, 
Beloved  by  heaven  o'er  all  the  world  beside; 

There  is  a  spot  of  earth  supremely  blest, 
A  dearer,  sweeter  spot  than  all  the  rest. 

"  Where  shall  that  land,  that  spot  of  earth  be 

found  ?  " 

Art  thou  a  man  ?  —  a  patriot  ?  —  look  around  ; 
Oh,  thou  shalt  find,  howe'er  thy  footsteps  roam, 
That  land  thy  country,  and  that  spot  thy  home  ! 
Patriotism  —  JAMES  MONTGOMERY. 

7.  To  every  created  thing  God  has  given  a  tongue 
that  proclaims  a  resurrection.     If  the  Father  deigns 
to  touch  with  divine  power  the  cold  and  pulseless  heart 
of  the  buried  acorn  and  to  make  it  burst  forth  from  its 
prison  walls,  will  He  leave  neglected  in  the  earth  the 
soul  of  man,  made  in  the  image  of  his  Creator  ?     If  He 
stoops  to  give  to  the  rosebush,  whose  withered  blossoms 
float  upon  the  autumn  breeze,  the  sweet  assurance  of 
another  springtime,  will  He  refuse  the  words  of  hope 
to  the  sons  of  men  when  the  frosts  of  winter  come  ? 
If  matter,  mute  and  inanimate,  though  changed  by  the 
forces  of  nature  into  a  multitude  of  forms,  can    never 
die,  will  the  spirit  of  man  suffer  annihilation  when  it 
has  paid  a  brief  visit  like  a  royal  guest  to  this  tenement 
of  clay  ?     No,  I  am  as  sure  that  there  is  another  life 
as  I  am  that  I  live  to-day ! 

The  Prince  of  Peace  —  WILLIAM  JENNINGS  BRYAN. 

•  6.    What  is  the  motive  behind  the  questions  ? 

Note  the  narrowing  of  the  thought :  There  is  a  land 
.  .  .  There  is  a  spot. 

Line  8.  That  particular  land  is  whose  country? 
That  particular  spot  is  whose  home? 

Memorize. 


INTERROGATION  AND  EXCLAMATION  301 

8.  l  The  nation  rises  up  at  every  stage  of  his  coming. 
2  Cities  and  states  are  his  pallbearers,  and  the  cannon 
beats  the  hours  with  solemn  progression.  3  Dead, 
dead,  dead,  he  yet  speaketh  !  4  Is  Washington  dead  ? 
5  Is  Hampden  dead  ?  6  Is  David  dead  ?  7  Is  any  man 
that  was  ever  fit  to  live  dead  ?  8  Disenthralled  of  flesh, 
and  risen  in  the  unobstructed  sphere  where  passion 
never  comes,  he  begins  his  illimitable  work.  .  .  . 

1  Four  years  ago,  O  Illinois,  we  took  from  your  midst 
an  untried  man,  and  from  among  the  people.  2  We 
return  him  to  you  a  mighty  conqueror.  3  Not  thine 
any  more,  but  the  nation's ;  not  ours,  but  the  world's. 
4  Give  him  place,  O  ye  prairies  !  5  In  the  midst  of  this 
great  continent  his  dust  shall  rest,  a  sacred  treasure 
to  myriads  who  shall  pilgrim  to  that  shrine  to  kindle 
anew  their  zeal  and  patriotism.  6  Ye  winds  that  move 
over  the  mighty  places  of  the  West,  chant  requiem  ! 
7  Ye  people,  behold  a  martyr  whose  blood,  as  so  many 
articulate  words,  pleads  for  fidelity,  for  law,  for  liberty  ! 

Funeral  Oration  on  Abraham  Lincoln  —  HENRY  WARD  BEECHER. 


7.  Argumentative  questions  containing  conditional 
clauses. 

What  strong  feeling  warrants  the  exclamation  point  ? 

8.  If i.    SENTENCES  1-3.     How  were  cities  and  states 
his   pallbearers?     What   part    had    the   cannon   in    his 
burial  ?     Dead,,  dead,  dead  (cannon  beats),  he  yet  speaketh, 

-opposed  contrasting  ideas.  What  is  the  strong 
feeling  ? 

SENTENCES  4-7.  What  answer  must  be  given  to  each 
one  of  the  series  of  questions  ?  Why  are  they  asked  ? 
Notice  how  the  argument  broadens  with  Is  any  man.  ' 

SENTENCE  8.    He  begins,  —  in  contrast  with  dead. 

If  2:    SENTENCES  1-3.     Trace  the  balanced  parts: 


302  TEACHING  TO  READ 

9.    THE  IMPARTIALITY  OF  NATURE 
From  Birds  and  Poets. 

Whenever  Nature  has  commissioned  one  creature  to 
prey  upon  another,  she  has  preserved  the  balance  by 
forewarning  that  other  creature  of  what  she  has  done. 
Nature  says  to  the  cat,  "  Catch  the  mouse/'  and  she 
equips  her  for  that  purpose ;  but  on  the  self-same  day 
she  says  to  the  mouse,  "  Be  wary,  —  the  cat  is  watching 
for  you."  Nature  takes  care  that  none  of  her  creatures 
have  smooth  sailing,  the  whole  voyage  at  least.  Why 
has  she  not  made  the  mosquito  noiseless  and  its  bite 
itchless  ?  Simply  because  the  odds  would  be  too  greatly 
in  its  favor.  She  has  taken  especial  pains  to  enable 
the  owl  to  fly  softly  and  silently,  because  the  creatures 
it  preys  upon  are  small  and  wary,  and  never  venture 
far  from  their  holes.  She  has  not  shown  the  same 
caution  in  the  case  of  the  crow,  because  the  crow  feeds 
upon  dead  flesh,  or  on  grubs  and  beetles,  or  fruit  or 
m  nn,  tli.it  do  not  need  to  be  approached  stealthily. 
The  big  fish  love  to  eat  up  the  little  fish,  and  the  little 
fish  know  it,  and,  on  the  very  day  they  are  hatched, 
seek  shallow  water,  and  put  little  sand  bars  between 
themselves  and  their  too  loving  parents. 

How  easily  a  bird's  tail,  or  that  of  any  fowl,  or  in  fact 
any  part  of  the  plumage,  comes  out  when  the  hold  of 

We  took We  return  him  to  you 

an  untried  man 


and 


a  mighty  conqueror 


from  among  the  people 

Not  thine but the  nation's 

not  ours but the  world's 

Note  the  gradation  in  the  last  two  portions. 

9.    Remembering  the  title  of  the  selection  will  some- 
times help  to  promote  correct  reading. 


INTERROGATION  AND   EXCLAMATION  303 

its  would-be  captor  is  upon  this  alone ;  and  how  hard 
it  yields  in  the  dead  bird  !  No  doubt  there  is  relaxa- 
tion in  the  former  case.  Nature  says  to  the  pursuer, 
:<  Hold  on,"  and  to  the  pursued,  "  Let  your  tail  go." 
What  is  the  tortuous,  zigzag  course  of  those  slow-flying 
moths  for,  but  to  make  it  difficult  for  the  birds  to  snap 
them  up  ?  The  skunk  is  a  slow,  witless  creature,  and 
the  fox  and  lynx  love  its  meat ;  yet  it  carries  a  bloodless 
weapon  that  neither  likes  to  face. 

I  recently  heard  of  an  ingenious  method  a  certain 
other  simple  and  slow-going  creature  has  of  baffling  its 
enemy.  A  friend  of  mine  was  walking  in  the  fields 
when  he  saw  a  commotion  in  the  grass  a  few  yards  off. 
Approaching  the  spot,  he  found  a  snake  —  the  common 
garter  snake  —  trying  to  swallow  a  lizard.  And  how 
do  you  suppose  the  lizard  was  defeating  the  benevolent 
designs  of  the  snake  ?  By  simply  taking  hold  of  its 
own  tail  and  making  itself  into  a  hoop.  The  snake  went 
round  and  round  and  could  find  neither  beginning  nor 
end.  Who  was  the  old  giant  that  found  himself 
wrestling  with  Time  ?  This  little  snake  had  a  tougher 
customer  the  other  day  in  the  bit  of  eternity  it  was 
trying  to  swallow.  .  .  . 

This  arming  of  one  creature  against  another  is  often 
cited  as  an  evidence  of  the  wisdom  of  Nature,  but  it  is 
rather  an  evidence  of  her  impartiality.  .  .  .  Every 
creature  must  take  its  own  chances.  .  .  .  Nature  is 
thoroughly  selfish,  and  looks  only  to  her  own  ends. 
One  thing  she  is  bent  upon,  and  that  is  keeping  up  the 
supply,  multiplying  endlessly  and  scattering  as  she 
multiplies.  Did  Nature  have  in  view  our  delectation 
when  she  made  the  apple,  the  peach,  the  plum,  the 
cherry  ?  Undoubtedly,  but  only  as  a  means  to  her 
own  private  ends.  What  a  bribe  or  a  wage  is  the  pulp 
of  these  delicacies  to  all  creatures  to  come  and  sow  their 
seed  !  And  Nature  has  taken  care  to  make  the  seed 
indigestible,  so  that,  though  the  fruit  be  eaten,  the 
germ  is  not,  but  only  planted.  JOHN  BURROUGHS. 


304  TEACHING  TO  READ 

10.    YOUNG  MEN,  AHOY! 

I  remember  riding  from  Buffalo  to  Niagara  Falls, 
and  I  said  t(3  a  gentleman,  "  What  river  is  that,  sir  ? ' 
"That,"  he  said,  "  is  Niagara  River."  "It  is  a  beauti- 
ful stream/'  said  I,  "bright,  smooth,  and  glassy;  how 
far  off  are  the  Rapids  ?"  "Only  a  few  miles,"  was  the 
reply.  "  Is  it  possible  that  only  a  few  miles  from  us  we 
shall  find  the  wkter  in  the  turbulence  which  it  must 
show  when  near  the  Rapids  ? "  '  You  will  find  it  so, 
sir."  And  so  I  found  it,  and  that  first  sight  of  Niagara 
Falls  I  shall  never  forget. 

Now,  launch  your  bark  on  that  river;  the  water  is 
smooth,  beautiful,  and  glassy.  There  is  a  ripple  at  the 
bow  of  your  boat,  and  the  silvery  wake  it  leaves  behind 
adds  to  your  enjoyment.  You  set  out  on  your  pleasure 
rxrursion.  Down  the  stream  you  glide;  oars,  sails,  .mil 
helm  in  proper  trim. 

Suddenly  some  one  cries  out  from  the  bank,  "  Young 
men,  ahoy!"  "What  is  it?"  "  The  rapids  are  below 
you."  "  Ha,  ha  !  we  have  heard  of  the  rapids,  but  we 
are  not  such  fools  as  to  get  into  them.  When  we  find 
we  are  going  too  fast,  then  we  shall  up  with  the  helm 
and  steer  to  the  shore;  we  will  set  the  mast  in  the 
socket,  hoist  the  sail,  and  speed  to  land.  Then  on,  boys, 
don't  be  alarmed,  there's  no  danger." 

"Young  men,  ahoy  there f"  "What  is  . 
''The  rapids  are  below  you."  "  Ha,  ha!  What  care 
we  !  This  is  enjoyment.  Time  enough  to  steer  out  of 
danger  when  we  are  sailing  too  swiftly  with  the  current." 
Young  men,  ahoy !  "  "  What  is  it  ? '  "  Beware, 
beware!  the  rapids  are  below  you."  Now  you  feel 
them !  See  the  water  foaming  all  around !  See  how 
fast  you  pass  that  point !  Up  with  the  helm !  Now 
turn  !  Pull  hard  j  quick,  quick  !  Pull  for  your  lives  ! 
Pull  till  the  blood  starts  from  the  nostrils,  and  the  veins 
stand  like  whipcord  upon  the  brow.  Set  the  mast  in  the 
socket,  hoist  the  sail !  Ah,  ah,  it  is  too  late ;  faster  and 


INTERROGATION  AND  EXCLAMATION  305 

faster  you  near  the  awful  cataract,  and  then,  shrieking 
hopelessly,  over  you  go. 

Thousands  launch  their  barks  in  smooth  water  and 
realize  no  danger  till  on  the  verge  of  ruin,  boasting  all  the 
while  to  the  last,  "When  I  find  out  that  it  is  injuring 
me,  then  I  will  give  it  up." 

JOHN  BARTHOLOMEW  GOUGH.     (Abridged.) 

II.    THE  CHARACTER  OF  CHARLES  THE  FIRST 
From  the  Essay  on  Milton. 

1  The  advocates  of  Charles,  like  the  advocates  of 
other  malefactors  against  whom  overwhelming  evidence 
is  produced,  generally  decline  all  controversy  about 
the  facts,  and  content  themselves  with  calling  testi- 
mony to  character.  2  Re  had  so  many  private  virtues  ! 
3  And  had  James  II  no  private  virtues  ?  4  Was  Oliver 
Cromwell,  his  bitterest  enemies  themselves  being  judges, 
destitute  of  private  virtues  ?  5  And  what,  after  all,  are 
the  virtues  ascribed  to  Charles  ?  6  A  religious  zeal, 
not  more  sincere  than  that  of  his  son,  and  fully  as  weak 


10.  During  the  first  reading  of  the  selection,  pause 
at  each  question  and  exclamation  long  enough  to  de- 
termine the  motive  before  attempting  expression. 

Strive  to  keep  the  manner  of  expression  as  natural 
and  direct  as  possible. 

How  many  speakers  in  If  i  ?  Ans.  Two :  the 
story-teller  and  the  "  gentleman."  How  many  hearers  ? 
Ans.  Three :  the  story-teller's  hearers,  the  "  gentle- 
man," and  the  story-teller.  Keep  them  separate. 

11.  Tfi.    Be  careful  of  the  phrasing  of  sentence  i. 
Malefactor,  one  guilty  of  an  offense  at  the  law. 


306  TEACHING  TO  READ 

and  narrow-minded,  and  a  few  of  the  ordinary  house- 
hold decencies,  which  half  the  tombstones  in  England 
claim  for  those  who  lie  beneath  them.  7  A  good 
father !  8  A  good  husband !  '  Ample  apologies, 
indeed,  for  fifteen  years  of  persecution,  tyranny,  and 
falsehood ! 

1  We  charge  him  with  having  broken  his  coronation 
oath,  —  and  we  are  told  that  he  kept  his  marriage  vow ! 
2  We  accuse  him  of  having  given  up  his  people  to  the 
merciless  inflictions  of  the  most  hot-headed  and  hard- 
hearted of  prelates,  —  and  the  defense  is,  that  he  took 
his  little  son  on  his  knee  and  kissed  him !  *  We 
censure  him  for  having  violated  the  articles  of  the  Pe- 
tition of  Right,  after  having,  for  good  and  valuable 
consideration,  promised  to  observe  them,  —  and  we 
are  informed  that  he  was  accustomed  to  hear  prayers 
at  six  o'clock  in  the  morning  !  ' 4  It  is  to  such  considera- 
tions as  these,  together  with  his  Vandyke  dress,  his 
handsome  face,  and  his  peaked  beard,  that  he  owes,  we 
verily  believe,  most  of  his  popularity  with  the  present 
generation. 

1  For  ourselves,  we  own  that  we  do  not  understand 
the  common  phrase,  —  a  good  man,  but  a  bad  kin-;. 
1  We  can  as  easily  conceive  a  good  man  and  an  unnatural 
father,  or  a  good  man  and  a  treacherous  friend.  'We 
cannot,  in  estimating  the  character  of  an  individual, 
leave  out  of  our  consideration  his  conduct  in  the  most 
important  of  all  human  relations.  4  And  if  in  that 
relation  we  find  him  to  have  been  selfish,  cruel,  and 
deceitful,  we  shall  take  the  liberty  to  call  him  a  bad 
man,  in  spite  of  all  his  temperance  at  table,  and  all  his 
regularity  at  chapel. 

THOMAS  BABINGTON  MACAULAY. 

Express  more  fully  the  thought  of  the  exclamatory 
portions. 

Determine  the  motive  for  asking  each  question. 


INTERROGATION  AND  EXCLAMATION  307 

James  II,  a  very  unpopular  king  of  England  who  had  been 
obliged  to  flee  from  the  country. 

Cromwell.  —  Lord  Protector  of  England  from  1653  to  1658. 
His  powerful  influence  with  both  the  army  and  Parliament 
was  used  against  the  measures  of  Charles  I,  who  was  finally 
charged  with  treason,  tried,  found  guilty,  and  beheaded. 
On  the  anniversary  of  the  death  of  that  king,  during  the 
reign  of  his  son  Charles  II,  the  body  of  Cromwell  was  dis- 
interred, hanged  on  the  gallows,  decapitated,  and  fixed  on 
the  Westminster  Hall. 

If  2.  Notice  not  only  the  contrast  in  the  two  portions 
of  each  exclamatory  sentence,  but  also  the  difference  in 
strength  of  the  balanced  expressions  : 

We  charge we  are  told 

We  accuse the  defense  is 

We  censure we  are  informed 

Coronation  oath.  A  solemn  promise  regarding  his  rela- 
tion to  his  people,  to  Parliament,  to  the  laws  and  customs  of 
his  country,  to  the  Church  of  England  and  the  preservation 
of  its  rights  and  privileges. 

Prelate.  Archbishop  Laud,  under  whose  influence  those 
changes  were  made  in  the  liturgy  and  ritual  of  the  established 
church  of  England,  which  influenced  many  of  the  Puritans 
to  emigrate  to  this  country. 

Petition  of  Right,  an  emphatic  statement  of  the  privileges 
of  the  people  of  England  as  conferred  upon  them  by  previous 
enactments.  Adopted  by  Parliament  in  the  third  year  of  the 
reign  of  Charles  I. 

If 3.    Observe  not  only  the  balancing  of  phrases,  but 
of  words  within  the  phrases  : 
a  good  man     but     a  bad  king 


a  good  man     and     an  unnatural  father 
a  good  man     and     a  treacherous  friend 


a  bad  man 


308  TEACHING  TO  READ 


12.    LIBERTY  OR   DEATH 

From  the  Speech  to  the  Delegates  in  the  Second  Virginia  Convention, 
March  28,  7775. 

1  They  tell  us,  sir,  that  we  are  weak,  —  unable  to 
cope  with  so  formidable  an  adversary.  2  But  when 
shall  we  be  stronger  ?  3  Will  it  be  the  next  week,  or 
the  next  year  ?  4  Will  it  be  when  we  are  totally  dis- 
armed, and  when  a  British  guard  shall  be  stationed  in 
every  house  ?  6  Shall  we  gather  strength  by  irresolu- 
tion and  inaction  ?  6  Shall  we  acquire  the  means  of 
effectual  resistance  by  lying  supinely  on  our  backs, 
and  hugging  the  delusive  phantom  of  hope,  until  our 
enemies  shall  have  bound  us  hand  and  foot  ?  7  Sir, 
we  are  not  weak,  if  we  make  a  proper  use  of  those 
means  which  the  God  of  nature  hath  placed  in  our 
power.  s  Three  millions  of  people,  armed  in  the  holy 
cause  of  Liberty,  and  in  such  a  country  as  that  which 
we  possess,  are  invincible  by  any  force  which  our 
enemy  can  send  against  us. 

1  Besides,  sir,  we  shall  not  fight  our  battles  alone. 
2 There  is  a  just  God,  who  presides  over  the  destinies 
of  nations,  and  who  will  raise  up  friends  to  fight  our 
battles  for  us.  'The  battle,  sir,  is  not  to  the  strong 
alone ;  it  is  to  the  vigilant,  the  active,  the  brave. 
4  Besides,  sir,  we  have  no  election.  5  If  we  were  base 
enough  to  desire  it,  it  is  now  too  late  to  retire  from  the 
contest.  'There  is  no  retreat  but  in  submission  ;uul 
slavery  !  7  Our  chains  are  forged.  8  Their  clanking 
may  be  heard  on  the  plains  of  Boston!  9  The  war  is 
inevitable,-  and  let  it  come!  10I  repeat  it,  sir,  let  it 
come !  Il  It  is  in  vain,  sir,  to  extenuate  the  matter. 
12  Gentlemen  may  cry  peace,  peace !  but  there  is  no 
peace.  1S  The  war  has  actually  begun  !  4  The  next 
gale  that  sweeps  from  the  north  will  bring  to  our  ears 
the  clash  of  resounding  'arms !  15  Our  brethren  are 
already  in  the  field !  16  Why  stand  we  here  idle  ? 


INTERROGATION  AND  EXCLAMATION  309 

17  What  is  it  that  the  gentlemen  wish  ?  18  What  would 
they  have  ?  19  Is  life  so  dear,  or  peace  so  sweet,  as  to 
be  purchased  at  the  price  of  chains  and  slavery  ? 
20  Forbid  it,  Almighty  God  !  — 21  I  know  not  what 
course  others  may  take ;  but,  as  for  me,  give  me  liberty 
or  give  me  death  !  PATRICK  HENRY- 


12.  The  closing  paragraphs  of  Patrick  Henry's  most 
famous  speech,  which  stands  as  one  of  the  strongest  and  most 
effective  appeals  ever  made  to  patriotism.  An  example  of 
earnest,  impassioned,  argumentative  composition. 

It  was  made  in  support  of  a  resolution  that  the  colony  of 
Virginia  "  be  immediately  put  in  a  state  of  defense." 

1fi.    What  argument  is  Mr.  Henry  meeting  ? 

What  is  the  first  argument  that  he  uses  to  meet  it  ? 

Change  sentences  3,  4,  5,  and  6  to  declarative  forms 
and  decide  whether  the  form  used  by  Mr.  Henry  was 
the  stronger  for  his  purpose. —  Why  ? 

What  is  his  second  argumentative  point  (sentence  7)  ? 

What  thought  does  Sir,  we  are  not  weak  balance  ? 

Under  what  conditions  are  we  not  weak? 

What  three  conditions  made  the  Colonies  invincible, 
according  to  his  argument  (sentence  8)  ?  How  is  the 
first  condition  strengthened  by  the  second  and  third  ? 

Armed  in  the  holy  cause  of  Liberty.  —  "  Fear  ye  foes  who 
kill  for  hire  ?  "  (See  stanza  2,  No.  13.) 

1J2.    What  is  his  third  argumentative  point  ? 

What  friends  did  God  raise  up  ? 

What  is  his  fourth  point  (sentence  3)  ? 

What  is  the  fifth  point  (sentence  4)  ? 

Review  the  five  points. 

Study  the  argumentative  strength  of  sentence  6. 


310  TEACHING  TO  READ 

What  leads  him  to  repeat  (sentence  10)  ?  Why  is  he 
willing  to  say  let  it  come?  How  do  you  think  he  felt 
when  he  said  it  ? 

What  relation  does  sentence  13  bear  to  sentence  12  ? 

SENTENCE  15.  Referring  to  the  Committee  of  Safety 
appointed  by  the  Massachusetts  Assembly,  Feb.  9, 
1775,  to  muster  the  "  minutemen  "  and  militia. 

SENTENCE  19.  When  did  he  speak  of  peace  before  ? 
Of  slavery?  Of  chains? 

SENTENCE  20.     Forbid  what  ? 

13.  Bunker  Hill,  occupied  by  about  1 500  Americans  under 
Prescott,  Putnam,  and  Warren,  was  a  strategic  point  because 
it  overlooked  a  part  of  Boston,  where  3000  British 
encamped  under  General  Gage.  Gage  must  drive  the  Ameri- 
cans from  Bunker  Hill,  or  they  would  drive  him  from  Boston, 
where  he  had  been  stationed  when  the  British  Parliament 
ordered  that  the  port  be  closed  until  the  people  paid  for  the 
$100,000  worth  of  tea  they  had  spilt  into  its  harbor,  and 
declared  humble  submission  to  the  King. 

STANZA  2.  Foes  who  kill  for  hire. — About  18,000  Hessians 
were  sent  over  to  America  during  the  first  year  of  the  war. 

Had  the  "  transporting  of  large  armies  of  foreign  merce- 
naries," referred  to  in  the  Declaration  of  Independence,  yet 
begun  ? 

They're  a-fire.  —  You  will  remember  that  three  attacks 
were  made  by  the  British.  The  ammunition  of  the  Ameri- 
cans was  exhausted  in  the  first  and  second  attacks,  and  they 
could  meet  the  third  attack  only  with  the  butt  ends  of  their 
muskets  and  with  clubs  and  stones.  The  "Address"  is  most 
applicable  before  the  second  attack,  for  it  was  during  this 
battle  that  Howe  ordered  Charlestown  to  be  fired  (Bunker 
Hill  is  in  Charlestown),  and  there  was  no  leaden  rain  and 
iron  hail  to  use  for  the  third. 


INTERROGATION  AND  EXCLAMATION  311 

13.   WARREN'S  ADDRESS 

At  the  Battle  of  Bunker  Hill 

Stand  !  the  ground's  your  own,  my  braves  ! 
Will  ye  give  it  up  to  slaves  ? 
Will  ye  look  for  greener  graves  ? 

Hope  ye  mercy  still  ? 
What's  the  mercy  despots  feel  ? 
Hear  it  in  that  battle  peal ! 
Read  it  on  yon  bristling  steel ! 

Ask  it,  —  ye  who  will. 

Fear  ye  foes  who  kill  for  hire  ? 
Will  ye  to  your  homes  retire  ? 
Look  behind  you  !  they're  a-fire  ! 

And,  before  you,  see 
Who  have  done  it !  —  From  the  vale 
On  they  come  !  —  and  will  ye  quail  ?  — 
Leaden  rain  and  iron  hail 

Let  their  welcome  be  ! 

In  the  God  of  battles  trust ! 

Die  we  may,  —  and  die  we  must ;  — 

But,  O,  where  can  dust  to  dust 

Be  consigned  so  well, 
As  where  Heaven  its  dews  shall  shed 
On  the  martyred  patriot's  bed, 
And  the  rocks  shall  raise  their  head, 

Of  his  deeds  to  tell !  JoHN  PlERPONT. 

Your  homes.  —  Warren  was  of  Boston. 

Will  ye  quail?  —  Recall,  "  Don't  fire  till  you  see  the  white 
of  their  eyes." 

STANZA  3.  Die  we  may.  — Warren,  himself,  fell,  and  448 
other  Americans.  Before  the  battle  he  said  to  a  friend, 
"  I  know  that  I  may  fall,  but  where's  the  man  who  does 
not  think  it  glorious  and  delightful  to  die  for  his  country  ?" 


3i2  TEACHING  TO  READ 

14     THE   PASSING  OF  THE   RUBICON 

A  gentleman,  Mr.  President,  speaking  of  Caesar's 
benevolent  disposition,  and  of  the  reluctance  with 
which  he  entered  into  the  civil  war,  observes,  "  How 
long  did  he  pause  upon  the  brink  of  the  Rubicon  ? 

1  How  came  he  to  the  brink  of  that  river?  J  How 
dared  he  cross  *  Shall  private  men  respect  the 

boundaries  of  private  property,  and  shall  a  man  pay 
no  respect  to  the  boundaries  of  his  country's  rights  ? 
4  How  dared  he  cross  that  river  ?  &  Oh,  but  he  paused 
upon  the  brink !  '  He  should  have  perished  upon  the 
brink  ere  he  had  crossed  it ! 

1  Why  did  he  pause  ?  *  Why  does  a  man's  heart 
palpitate  when  he  is  on  the  point  of  committing  an  un- 
lawful deed  ?  *  Why  does  the  very  murderer,  his 
victim  slrrpmi:  before  him,  ;md  his  glaring  eye  taking 
the  measure  of  the  bl<>\\,  strike  wide  of  the  mortal  part  ? 
4  Because  of  conscience  !  *Twas  that  made  Caesar 
pause  upon  the  brink  of  the  Rubicon. 

1  Compassion  !  *  What  compassion  !  *  The  com- 
passion of  .111  assassin  that  feels  a  momentary  shudder 
as  his  weapon  begins  to  cut.  4  Cxsar  paused  upon  the 
ik  of  the  Rubicon?  *  What  was  the  Rubicon? 
r>  The  boundary  of  Caesar's  province.  7  From  what 
did  it  separate  his  province  ?  §  From  his  country. 
9  Was  that  country  a  aesert  ?  w  No  !  it  was  cultivated 
and  fertile;  rich  and  popul  'Its  sons  were  men 

of  genius,  spirit,  and  generosity  !  "  Its  daughters  were 
jovel  <ptible,  and  chaste!  Iiuiulship  was 

its  inh.ilnt.int  !  M  Love  v>  inhabitant!  l4  Do- 

v  affection  was  its  inhabitant  !  w  Liberty  was  its 
inhabitant  !  I7  All  bounded  by  the  stream  of  the 
Rubicon  ! 

1  What  was  Caesar,  that  stood  upon  the  brink  of  that 
river  ?  s  A  traitor,  bringing  war  and  pestilence  into 
the  heart  of  that  country  T  *  No  wonder  that  he  paused, 
—  no  wonder  if,  his  imagination  wrought  upon  by  his 


INTERROGATION  AND  EXCLAMATION  313 

conscience,  he  had  beheld  blood  instead  of  water ;  and 
heard  groans  instead  of  murmurs  !  4  No  wonder  if 
some  gorgon  horror  had  turned  him  into  stone  upon  the 
spot  !  5  But,  no  !  —  he  cried,  "  The  die  is  cast  !  " 
6  He  plunged  !  —  he  crossed  !  —  and  Rome  was  free 

110  m°re  !  SHERIDAN  KNOWLES. 


14.  Another  study  in  argumentative  composition,  in 
which  the  speaker  is  filled  with  the  strongest  emotions 
and  constantly  appeals  directly  to  his  hearers  with 
questions. 

The  crossing  of  the  Rubicon  marked  the  commencement 
of  the  struggle  for  supremacy  in  Rome  between  Pompey  the 
Great  and  Julius  Caesar. 

Weigh  the  significant  words  carefully  and  determine 
which  are  the  leading  ones. 

Tfi.  Upon  how  many  subjects  was  the  "  gentleman  " 
speaking  ?  Notice  that  the  first  subject  must  include 
the  ideas  expressed  by  both  the  modified  word  and  its 
modifier.  Is  there  a  leading  word  in  the  second  sub- 
ject ?  What  are  the  leading  words  in  the  observation  ? 

^[2.    Paraphrase  the  first  question. 
How  dared  he  cross  it  (sentence  2)  ?  —  The  reasoning 
follows  in  sentence  3.     Do  not  miss  the  balancing  of 
the  parts : 

private  men  -  -  respect  the  boundaries  -  -  of  private 

property 

a  man  -  -  pay  no  respect  to  the  boundaries  -  -  of  his 
country's  rights  ? 

SENTENCE  4.  An  impassioned  repetition  of  sentence  2. 
The  feeling  grows  with  the  consideration  of  sentence  3. 

TURNER,  TEACH.  TO  READ 21 


314  TEACHING  TO  READ 

SENTENCE  5.  What  is  he  quoting  ?  Does  he  value 
the  statement  ? 

What  word  in  sentence  6  balances  paused  in  5  ?  Why 
should  he  have  perished  upon  the  brink?  (See  1ffl4,  5-) 

What  is  the  effect  of  the  alliteration  in  the  balanced 
words  ? 

^[3.    What  relation  do  sentences  2  and  3  bear  to  i  ? 

Murderer  (sentence  3).  -  -  The  strongest  illustration 
he  could  use;  compare  with  unlawful  deed  (2).     Sleep- 
ing. —  A  still  mark.     Taking  the  measure  of  the  blow.  — 
Deliberate    aim.      Strike   wide  of   the  mortal  part.  - 
Paraphrase. 

That  (sentence  5). — What  ?  Which  preceding  word 
does  Casar  balance  ? 

^[4.  SENTENCE  i.  Who  probably  had  called  it  com- 
passion? Compare  fi. 

SENTENCE  2.  Paraphrase  the  thought ;  why  is  it 
not  interrogative  ? 

How  does  the  motive  change  as  we  pass  from  the 
interrogative  sentences  of  ^4  to  the  exclamatory  ? 

SENTENCE  3.  Momentary  shudder.  —  Note  the  value 
of  both  words.  For  how  long  does  he  shudder  ?  Ans. 
A  moment :  while  his  weapon  begins  to  cut. 

SENTENCE  4.   Notice  the  interrogative  form. 

SENTENCES  5-17.  A  series  of  progressive  questions 
and  answers. 

The  boundary  of  Casar's  province  (6).  —  In  the  division  of 
the  Roman  possessions  among  the  members  of  the  First 
Triumvirate  (Caesar,  Pompey,  and  Crassus),  Caesar  was  as- 
signed the  proconsulship  of  Gaul,  Crassus  of  Syria,  and 
Pompey  of  Spain. 


INTERROGATION  AND  EXCLAMATION  315 

Province  (Roman  Historical),  a  conquered  country  beyond 
the  limits  of  Italy. 

Compare  sentences  10,  n,  and  12  as  to  form. 

What  reason  do  you  see  for  the  grouping  of  the  ideas 
in  sentence  10  ? 

Compare  sentences  13,  14,  15,  16.  What  is  gained 
by  the  repetition  ? 

All  (17).  —  What  things? 

ITS-  SENTENCE  i.  What  was  Ccesar.  —  Compare  sen- 
tence 5,  1(4. 

SENTENCE  2.  Compare  war  and  pestilence  with  the 
description  of  that  country  in  ^[4.  In  the  contrast  lies 
the  power  to  rouse  emotion  and  to  breed  appreciation 
of  the  ideas  that  follow  in  sentences  3  and  4. 

SENTENCE  3.  Try  to  feel  the  contrast  between  a  river 
of  bloody  and  water;  and  if  the  murmuring  of  water 
should  become  groans. 

SENTENCE  4.  Gorgon,  a  fabled  monster,  of  terrific  aspect, 
the  sight  of  which  turned  the  beholder  to  stone.  (Webster.) 

SENTENCE  5.  Wherein  lies  the  contrast  in  the  ideas 
following  but? 

The  die  is  cast,  the  step  is  taken,  and  it  is  too  late  to  draw 
back. 

Reread,  applying  your  knowledge  of  Interrogation 
and  Exclamation : 

Chap.         I.  Nos.  22,  31,  32. 

Chap.      IV.  No.  19. 

Chap.        V.  No.  12. 

Chap.  VIII.  Nos.  21,  22. 

Chap.     IX.  Nos.  1 8,  20. 


316  TEACHING  TO  READ 

SUGGESTIVE  QUESTIONS  FOR  WRITTEN  REVIEW 

ON    PART    I. 

1.  State  five  uses  that  may  be  made  of  interrogation, 
and  illustrate  each. 

2.  When    successive    questions    begin    with    small 
letters,  what  does  that  punctuation  tell  us  ?     Illustrate. 

3.  (No.  6.)     How  does  the  motive  in  the  second  ques- 
tion differ  from  that  in  the  first  ? 

4.  May  an  interrogation  ever  be  expressed  with  a 
falling  inflection  ?     When  ?     Give  two  illustrations. 

5.  Of  what  use  are  the  questions  in  No.  22  ? 

6.  What  is  a  figurative  interrogation  ?     What  ad- 
vantage have  direct  questions  over  corresponding  direct 
statements,  in  No.  23  ? 

7.  (No.    24.)    Give    the    meaning  of  revile,  pining, 
prowess,  colleague,  acquiescent,  admonition,  recreant. 

ON    PART   II. 

8.  What  is  the  emotional  motive  in  Nos.  i,  2,  4,  5, 
6,  and  o  ? 

9.  What  do  the  double  exclamation  points  in  No.  15 
tell  us  ? 

10.    (No.    23.)    Paraphrase    Ifi,    sentence    3;     \2, 
sentence  2. 


CHAPTER  XII 
STUDIES  IN  QUICK  CHANGES 

An  oral  reader  is  constantly  confronted  with  the 
necessity  of  being  able  to  interpret  changes  in  thought, 
in  sentiment,  and  in  emotion.  The  changes  may  be 
gradual,  or  abrupt.  It  is  with  the  more  abrupt  varieties 
that  this  chapter  is  to  deal. 

One  of  the  simplest  and  most  common  forms  of  quick 
change  is  that  presented  by  introduced  or  explained 
quotations  ;  that  is,  the  quotation  with  context.  No.  I 
illustrates  this  in  its  simplest  form.  No.  2  is  a  step 
more  difficult,  in  that  the  quotation  is  broken  into  parts 
by  the  context,  necessitating  a  second  change,  from  the 
story-teller  back  to  his  character.  No.  3  is  one  step 
more  difficult  still,  in  that  it  includes  the  story-teller 
and  two  characters.  Eliminate  the  story-teller,  and 
you  have  left  the  dialogue, — as  we  find  it  in  lines  16- 
42  of  No.  23  or,  more  plainly,  in  No.  22. 

Another  variety  of  quick  change  is  that  produced 
by  an  abrupt  break  in  the  thought,  which  may  be 
caused  by  a  change  in  the  speaker's  own  line  of  think- 
ing (No.  7) ;  or  by  some  unexpected  happening,  such 
as  the  entrance  of  the  second  speaker  in  No.  5,  or  the 
slip  into  the  mud  in  No.  10.  Shifting  motives  con- 
tribute to  the  changes  in  No.  9,  while  to  shifting 
motives  is  added  a  continuous  change  of  speaker  in  No. 
19.  A  striking  difference  in  character  provokes  the 

317 


318  TEACHING  TO  READ 

change  in  No.  15,  and  decreasing  distance  is  responsible 
for  it  in  No.  17. 

Abrupt  changes  in  thought  are  generally  accom- 
panied by  more  or  less  of  a  change  in  emotion,  and 
the  change  in  emotion  may  vividly  color  the  change 
in  thought ;  but  we  also  find  breaks  in  unemotional 
thought.  (See  Nos.  45,  46,  47,  pages  187,  188.) 

Enter  into  the  spirit  and  try  to  feel  the  emotions  of 
the  passages  to  be  read ;  sense  the  complete  meanings 
of  sentences  that  are  left  incomplete ;  "  be  "  the 
characters  whose  words  you  utter,  and  present  their 
thoughts  and  feelings  to  your  real  or  imagined  hearers, 
-  these  are  the  general  instructions  that  cover  the  work 
of  this  chapter. 

PEDAGOGICAL  INTRODUCTION 

Many  pupils  will  read  line  I  of  No.  i,  "  Give  us  a 
song,  the  soldiers  cried,"  as  though  but  one  speaker 
were  represented.  The  teaching  point  in  this  chapter 
regarding  such  selections  as  Nos.  I,  2,  and  3  is  to  train 
the  pupils  to  recognize  the  parts  of  such  selections,  and 
to  read  them  as  separate  parts  presented  by  different 
parties  to  different  people.  Freedom  with  the  text, 
and  a  little  care  and  questioning  on  the  part  of  the 
teacher  will  accomplish  this  with  pleasing  results. 
The  "  stage  setting  "  needs  to  be  plainly  laid  out. 

"  In  No.  I,  you  must  take  the  place  of  how  many 
parties  ? '     becomes    the    question.     Ans.     Of  two,  - 
the  soldiers  and  the  story-teller. 

When  you  are  the  story-teller,  to  whom  will  you 
speak  ?  Ans.  To  my  hearers,  —  you  (the  teacher) 
and  the  class. 


STUDIES  IN  QUICK  CHANGES  319 

When  you  are  the  soldiers,  to  whom  will  you  speak  ? 
Ans.  To  my  (imagined)  hearers. 

Where  will  you  locate  them  ?  Suggestion :  The 
soldiers'  hearers  and  the  story-teller's  hearers  cannot 
be  the  same ;  therefore  they  must  be  imagined  in 
different  directions.  Neither  can  the  soldiers  and 
story-teller  occupy  the  same  spot.  This  does  not  mean 
that  the  reader  must  move  about.  He  need  only 
locate  conditions  with  his  glance.  To  his  hearers,  the 
person  who  looks  at  them  will  be  the  story-teller,  and 
anything  that  person  says  will  be  interpreted  as  the 
story-teller's  words.  The  person  who  looks  and  speaks 
in  the  other  direction  will  be  the  soldiers,  and,  corre- 
spondingly, whatever  that  person  says  will  be  attributed 
to  the  soldiers.  Hearers  have  imagination  as  well  as 
readers,  and  as  they  trace  the  reader's  glances  they  will 
imagine  behind  each  a  different  speaker,  though  the 
reader  occupies  one  spot  upon  the  schoolroom  floor. 

It  is  unnecessary  to  state  that  some  selections  admit 
of  more  impersonation  than  others ;  for  instance,  more 
is  warranted  in  No.  3  than  in  Nos.  I  and  2. 

The  principle  underlying  the  interpretation  of  the 
various  forms  of  dialogue,  which  necessitates  successive 
and  clean-cut  changes  from  the  thought  and  manner  of 
one  character  to  another,  advances  from  No.  i  in 
successive  steps.  Conversational  dialogue  between 
two  persons,  unaccompanied  by  descriptive  context,  is 
hardly  a  step  more  difficult.  Instead  of  the  reader  be- 
coming the  story-teller,  he  becomes,  in  turn,  the  second 
character.  One  difference,  however,  will  exist :  If  the 
dialogue  is  between  James  and  John,  John  will  usually 
speak  to  James,  and  James  to  John,  —  neither  of  whom 


320  TEACHING  TO  READ 

should  be  in  exactly  the  position  of  the  class.  Pupils, 
as  a  rule,  are  quick  in  seeing  how  it  should  be  done. 

Let  a  and  b  represent  two  people  facing  front : 
Pupils  readily  see  that  when  a  talks  to  b,  he  would  look 
toward  his  left,  and  when  b  talks  to  a,  he  would  look 
toward  his  right,  and  that  when  a  reader  takes  the 
part  of  a  or  b,  he  must  do  as  they  do ;  but  to  see  is  not  to 
do,  for  doing  takes  familiarity  with  the  text,  a  vivid 
imagination,  an  alert  memory,  and  considerable  practice, 
for  pupils  will  "  forget  "  to  do  it  even  when  they  know 
that  it  should  be  done  and  know  how  to  do  it.  The 
cause  of  the  forgetting,  however,  is  that  the  conditions 
are  not  vividly  outlined  in  the  mind. 

Mr.  Clark,  in  "  How  to  Teach  Reading  in  the  Public 
Schools, "  illustrates  most  lucidly  how  such  changes  as 
those  in  No.  5  may  occur  : 

"  Suppose,"  he  says,  "  you  were  very  busy  studying  your 
reading  lesson,  and  you  were  just  about  to  read  aloud  a 
sentence  like  this : 

There's  a  good  time  coming,  boys, 
A  good  time  coming! 

But  when  you  came  to  the  second  'good,'  let  us  suppose 
somebody  knocks  at  the  door  and  you  say,  '  Come  in.' 
What  has  happened  in  your  reading  ?  You  have  broken  off 
one  thought  suddenly  and  another  has  come  in  its  place. 
Let  us  see  how  such  a  sentence  would  look : 

There's  a  good  time  coming,  boys, 
A  good  time  —  Come  in." 

Now  the  point  to  be  noted  is  that  the  new  thought 
has  no  connection  with  the  old  one  and  must  be  read 
independently  of  it.  Here  again  the  pupil's  imagina- 


STUDIES  IN  QUICK  CHANGES  321 

tion  must  be  in  active  play.  It  fills  in  the  words  that 
the  speaker  meant  to  utter,  thus  carrying  him  safely 
and  truthfully  clear  up  to  the  dash  without  a  hint 
of  the  coming  change  in  face,  voice,  or  manner,  —  then, 
with  lightning-like  rapidity,  it  substitutes  another  pic- 
ture, and,  presto,  —  the  change. 

It  is  not  easily  done,  but  it  can  be  done,  and  done  well. 
The  continued  story  must  be  thought  out,  the  cause  of 
the  break  determined,  and  the  imagination  trained  to 
travel  through  the  successive  stages. 

Imagination  must  also  play  the  leading  part  in 
emotional  changes,  and  the  teacher  must  stimulate 
it  by  descriptive  picture-settings,  skillfully  and  tact- 
fully leading  the  pupils,  when  necessary,  from  a  rec- 
ollection of  similar  emotions  that  they  may  have 
experienced  to  the  strange  ones  that  they  have  never 
yet  felt.  Self-consciousness  is  the  greatest  obstacle 
to  be  overcome  in  teaching  the  reading  of  emotional 
parts.  It  is  not  so  much  that  pupils  are  unsympathetic, 
but  that  they  shrink  from  giving  way  to  their  sympathies. 
The  tactful  teacher  must  lure  them  "  out  of  them- 
selves "  and  into- the  emotion  to  be  portrayed.  Then 
when  eye  and  "  pulse-beat  "  tell  her  that  the  stage 
she  needs  has  been  reached,  her  call  for  the  reading  will 
bring  the  response  that  she  desires.  After  pupils  have 
caught  themselves  responding  truthfully  and  praise- 
worthily,  and  have  come  to  recognize  that  such  inter- 
pretation is  the  correct  and  expected  thing,  much  of  the 
shrinking  will  disappear,  and  a  spirit  of  self-help  will 
arise  that  will  lessen  the  amount  of  leading  required. 

When  .several  conditions  are  involved  in  one  passage, 
do  not  try  to  cover  them  all  in  the  first  attempt. 


322  TEACHING  TO  READ 

SELECTIONS  AND  SUGGESTIVE  STUDIES 

1.  "  Give  us  a  song !  "  the  soldiers  cried, 

The  outer  trenches  guarding, 
When  the  heated  guns  of  the  camps  allied 
Grew  weary  of  bombarding. 

The  Song  of  ike  Camp  —  BAYARD  TAYLOR. 

2.  '"  Down,  down,"  cried  Mar,  "  your  lances  down ! 
Bear  back  both  friend  and  foe !  " 

Like  reeds  before  the  tempest's  frown, 
That  serried  grove  of  lances  brown 
At  once  lay  leveled  low. 

The  Lady  of  the  Lake.    Canto  VI  —  SIR  WALTER  SCOTT. 


1.  Pupils  can  easily  retain  the  two  parts  of  the  first 
line  in  mind  long  enough  to  show  that  the  two  portions 
are   not   addressed  to  the  same   hearers.     The  spirit 
of  the  cry  will  do  much  to  separate  it  from  the  context. 

Be  sure  that  heated  guns,  camps  allied  (See  No.  56, 
pages  77  and  78),  grew  weary,  and  bombarding  mean 
something. 

2.  A  broken  quotation  with  context. 

How  does  a  tempest  act  upon  reeds?  Meaning  of 
lances  down?  Is  the  comparison  of  an  army  of  raised 
lances  to  a  grove  a  good  one  ? 

Explain  serried  grove.     Why  brown? 

The  marching  forces  of  Mar  had  paused  for  a  moment 
before  entering  a  dangerous  glen,  and  a  band  of  archer-men 
had  entered  to  explore.  In  this  glen  the  enemy  lay  hidden, 

"  At  once  there  rose  so  wild  a  yell 
Within  that  dark  and  narrow  dell, 


STUDIES  IN  QUICK  CHANGES  323 

j.        At  the  door  on  summer  evenings 
Sat  the  little  Hiawatha ; 

Saw  the  moon  rise  from  the  water 
Rippling,  rounding  from  the  water, 
s  Saw  the  flecks  and  shadows  on  it, 
Whispered,  "  What  is  that,  Nokomis  ?  " 
And  the  good  Nokomis  answered : 
"  Once  a  warrior,  very  angry, 
Seized  his  grandmother,  and  threw  her 
10  Up  into  the  sky  at  midnight ; 

Right  against  the  moon  he  threw  her ; 


As  all  the  fiends,  from  heaven  that  fell, 
Had  peal'd  the  banner-cry  of  hell ! 
Forth  from  the  pass  in  tumult  driven, 
Like  chaff  before  the  wind  of  heaven, 
The  archery  appear." 

They  are  the  friends  who  are  to  be  borne  back  together  with 
the  foe  who  are  pursuing  them. 

3.  A  dialogue  between  two,  with  a  context  that  makes 
plain  the  changes  of  speaker  and  also  initiates  us  into 
the  varying  emotions  of  each. 

Hiawatha,  the  legendary  hero  of  the  poem,  who,  according 
to  a  tradition  among  the  North  American  Indians,  given  by 
Mr.  Longfellow  in  his  notes,  was  a  personage  of  miraculous 
birth  sent  among  them  to  clear  their  rivers,  forests,  and  fish- 
ing grounds,  and  to  teach  them  the  arts  of  peace. 

Nokomis,  his  grandmother.  She  tells  her  stories  as  we  tell 
them  to  very  little  children.  Read  her  character  in  good. 

Do  not  overlook  the  importance  of  line  5. 

Catch  the   spirit   of  such  words   as   little,   rippling, 


324  TEACHING  TO  READ 

'T  is  her  body  that  you  see  there." 
Saw  the  rainbow  in  the  heaven, 

In  the  eastern  sky,  the  rainbow, 
is  Whispered,  "  What  is  that,  Nokomis  ?  ' 

And  the  good  Nokomis  answered  : 

"  'T  is  the  heaven  of  flowers  you  see  there ; 

All  the  wild-flowers  of  the  forest, 

All  the  lilies  of  the  prairie, 
20  When  on  earth  they  fade  and  perish, 

Blossom  in  that  heaven  above  us." 
When  he  heard  the  owls  at  midnight, 

Hooting,  laughing  in  the  forest, 

"  What  is  that  ?  "  he  cried  in  terror, 
25  "  What  is  that,"  he  said,  "  Nokomis  ?  " 

And  the  good  Nokomis  answered : 
'  That  is  but  the  owl  and  owlet, 

Talking  in  their  native  language, 

Talking,  scolding  at  each  other." 

The  Song  of  Hiawatha  —  HENRY  WADSWORTH  LONGFELLOW. 


rounding,  flecks,  shadows,  whispered  (Hiawatha  notices 
the  moon  for  the  first  time,  and  the  big,  golden  ball 
is  very  wonderful !),  seized,  threw  her  up  into  the  sky 
(Tell  the  story  as  if  you  believed  it  !),  hooting,  laughing. 

Lines  6  and  1 5  are  alike.  —  Do  you  think  the  rainbow 
in  daytime  would  give  him  the  same  feeling  that  a  big 
golden  moon  would  at  twilight  or  in  the  evening  ? 
Can  you  explain  what  the  difference  would  be  ? 

How  does  line  24  give  you  a  key  to  the  manner  in 
which  Nokomis  would  reply  ?  If  she  feels  a  desire 
to  soothe  and  reassure  him  in  her  last  explanation, 
what  do  you  think  she  desired  most  in  her  explanation 
in  lines  17-21  ?  In  lines  8-12  ? 

Keep  your  moon  as  high  as  your  sky  ! 


STUDIES  IN  QUICK  CHANGES  325 

4.  J  When  I  was  a  little  boy,  I  remember,  one  cold 
winter's  morning,  I  was  accosted  by  a  smiling  man  with 
an  axe  on  his  shoulder.  2  "  My  pretty  boy,"  said  he, 
"  has  your  father  a  grindstone  ?  ':  3  "  Yes,  sir," 
said  I.  4  "  You  are  a  fine  little  fellow,"  said  he  ; 
"  will  you  let  me  grind  my  axe  on  it  ?  "  5  Pleased  with 
the  compliment  of  "fine  little  fellow,"  "O  yes,  sir," 
I  answered  :  "  it  is  down  in  the  shop."  6  "  And  will 
you,  my  man,"  said  he,  patting  me  on  the  head,  "  get 
me  a  little  hot  water  ?  "  7  How  could  I  refuse  ?  8  1 
ran  and  soon  brought  a  kettleful.  9  "  How  old  are 
you  ?  and  what's  your  name  ?  "  continued  he,  without 
waiting  for  a  reply  :  :<  I  am  sure  you  are  one  of  the 
finest  lads  that  I  have  ever  seen  :  will  you  just  turn  a 
few  minutes  for  me  ?  ' 

Tickled  with  the  flattery,  like  a  little  fool,  I  went 
3  work.  Turning  the  Grindstone  —  BENJAMIN  FRANKLIN. 


4.  Here  we  have  the  story-teller  in  the  story.  But 
the  "little  boy"  and  Benjamin  Franklin,  author,  are 
many  years  apart,  and  the  hearer  of  the  little  boy  in  the 
story  must  not  be  confused  with  the  story-teller's  hearers. 

The  apparently  simple  story  presents  many  points 
for  the  teacher,  even  outside  of  direct  address  and 
sympathetic  expression.  No  two  of  the  sentences  are 
constructed  alike.  The  first  and  last  sentences  are 
both  in  the  inverted  order  ;  but  in  the  first,  the  leading 
thought  is  broken  ;  in  the  last  it  is  not.  Sentence  5  is 
also  in  the  inverted  order,  but  it  contains  additional 
problems  of  expression.  Compare  the  "0  yes,  sir" 
of  that  sentence  with  sentence  3  :  how  are  they  emo- 
tionally different  ? 

The  interrogation  in  sentence  7  is  equivalent  to  what 
statement  $ 


326  TEACHING  TO  READ 

5.  '"  No  one  is  aware  of  your  imprisonment  but  Sir 
William,  and  he  is - 

"  Here !  "  interrupted  a  deep  voice,  as  the  door  flew 
open. 

6.  "  I  would  do  it,  but  —  but  —  to  say  the  truth  — 
j " 

"  To  say  the  truth,  you  are  afraid,"  broke  in  the  earl. 

7.  "  If  we  go  —  why,  then  —  but  we  will  talk  of  that 
later;   speak  on." 

Look  into  the  construction  of  sentence  9.  —  What 
do  the  colons  say  ? 

How  might  we  know  that  he  continued  without  waiting 
for  a  reply  y  even  though  the  context  did  not  state  it  ? 

The  moral  lesson  should,  of  course,  not  be  over- 
looked :  the  weakness  of  being  influenced  by  flattery 
and  the  remembrance  that  "  Praise  to  the  face  is  open 
disgrace."  What  was  the  reward  for  serving  this  in- 
sincere flatterer  ? 

"  Bitterly  did  I  rue  the  day.  It  was  a  new  axe  and  I  toiled 
and  tugged  till  I  was  almost  tired  to  death.  The  school  bell 
rang,  and  I  could  not  get  away;  my  hands  were  blistered 
and  the  axe  was  not  half  ground.  At  length  it  was  sharpened ; 
and  the  man  turned  to  me  with :  '  Now,  you  little  rascal, 
you've  played  truant :  scud  to  the  school,  or  you'll  rue  it ! " 

Test  the  effect  of  omitting  smiling  in  sentence  I, 
pretty  (2),  the  compliment  of  (5),  patting  me  on  the 
head  (6),  etc. 

Do  not  forget  your  audience. 

5.  The  thought  of  one  speaker  broken  into  by  an- 
other. 


STUDIES  IN  QUICK  CHANGES  327 

8.  She  fell  down  stairs  and  broke  her  neck  —  lace  ! 

9.  Have  you  heard  of  the  wonderful  one-hoss  shay, 
That  was  built  in  such  a  logical  way 

It  ran  a  hundred  years  to  a  day, 

And  then,  of  a  sudden,  it  —  ah,  but  stay, 

I'll  tell  you  what  happened  without  delay, 

Scaring  the  parson  into  fits, 

Frightening  the  people  out  of  their  wits,— 

Have  you  ever  heard  of  that,  I  say  ? 

The  Wonderful  "  One-Hoss  Shay  "  —  OLIVER  WENDELL  HOLMES. 

10.  George   Washington    rested    his    basket   on    his 
hip    and  jogged    along.     Meditations    as   to  what   his 
mother  might  have  for  supper  on  the  strength  of  the 
fifty  cents  brightened  his  visage  and  accelerated  his 
steps.     His  fancy  revelled  in  visions  of  white  biscuit 
and  crisp  bacon  floating  in  its  own  grease.     He  was 


Write  out  or  think  out  the  comple.te  sentence. 

6.  Breaks  of  confusion  or  uncertainty,  together  with 
an  abrupt  change  in  speaker,  thought,  and  emotion. 

7.  The  speaker's  own  thought  broken  by  the  arising 
of  other  thoughts. 

Invent  conditions  and  fill  out  the  broken  ideas. 

8.  Wit   frequently   makes    use   of  abrupt   changes, 
ludicrously  in  contrast  to  the  ending  that  naturally 
suggests  itself. 

9.  Ah,  but  stay.  —  It  evidently  occurs  to  the  poet 
that  it  is  not  well  to  give  the  end  of  the  story  at  the 
beginning.     Do  you  think  his  method  a  good  one  for 
whetting  curiosity  ? 


328  TEACHING  TO  READ 

gravely  weighing  the  relative  merits  of  spring  chicken 
fried  and  more  elderly  chicken  stewed,  when  - 

There  was  only  one  muddy  place  on  George  Washing- 
ton's route  to  town ;  that  was  down  at  the  foot  of  the 
hill,  by  the  railroad  track.  Why  should  his  feet  slip 
from  under  him,  and  he  go  sliding  into  the  mud  right 
there  ?  It  was  too  bad.  It  did  not  hurt  him,  but  those 
shirts  and  shining  collars,  alas  !  Some  of  them  tumbled 
out,  and  he  lifted  them  up  all  spattered  and  soiled. 

Aunt  Polly's  George  Washington  —  The  Youth's  Companion. 

II.  At  the  battle  of  Eutaw,  during  the  Revolutionary 
war,  Manning,  a  noted  soldier  of  Lee's  legion,  was  in 
hot  pursuit  of  the  flying  British,  when  he  suddenly 
found  himself  surrounded  by  the  enemy,  and  not  an 
American  within  forty  rods.  He  did  not  hesitate,  but, 
seizing  an  officer  by  the  collar,  and  wresting  his  sword 
from  him  by  main  force,  kept  his  body  as  a  shield  while, 
under  a  heavy  fire,  he  rapidly  backed  off  from  the  per- 
ilous neighborhood.  The  frightened  British  officer 
when  thus  summarily  captured,  began  immediately 
to  enumerate  his*  titles :  "  I  am  Sir  Henry  Barry, 
deputy  adjutant-general,  captain  in  $2d  regiment,— 
'  Enough,  interrupted  his  captor;  "you  are  just  the 
man  I  was  looking  for." 

A  Brief  History  of  the  United  States  —  BAUCIS. 

10.  Abrupt  changes  in  description. 

What  is  the  motive  behind  the  interrogation  and  the 
exclamation  ? 

George  Washington  was  a  little  negro  boy.  The  basket 
contained  fifty  cents'  worth  of  freshly  laundered  clothes. 

11.  Find  an  example  of  inverted  expression;  of  ex- 
planatory expression  ;  of  opposed  thoughts  ;  of  thoughts 
of  equal  value  ;  of  series. 


STUDIES  IN  QUICK  CHANGES  329 

12.  Thou  happy,  happy  elf! 

(But  stop,  —  first  let  me  kiss  away  that  tear)  — 

Thou  tiny  image  of  myself ! 
(My  love,  he's  poking  peas  into  his  ear !) 

Thou  merry,  laughing  sprite  ! 

With  spirits  feather-light, 
Untouched  by  sorrow,  and  unsoiled  by  sin  — 
(Good  heavens  !  the  child  is  swallowing  a  pin  !) 
A  Parental  Ode  to  My  Son  — THOMAS  HOOD. 

13.  On  waking,  he  [Rip]  found  himself  on  the  green 
knoll  whence  he  had  first  seen  the  old  man  of  the  glen. 
He  rubbed  his  eyes, — at  was  a  bright  sunny  morning. 
The   birds  were    hopping    and    twittering   among  the 
bushes,  and  the  eagle  was  wheeling  aloft,  and  breasting 
the  pure  mountain  breeze.     "  Surely,"  thought   Rip, 
"  I  have  not  slept  here  all  night. "     He  recalled  the 
occurrences  before  he  fell   asleep.     The  strange  man 
with   the  keg  of  liquor  —  the  mountain   ravine  —  the 
wild  retreat  among  the  rocks  —  the  woebegone  party 
at   nine-pins  —  the    flagon—  "Oh!    that    flagon!  that 
wicked  flagon!"  thought  Rip,  —  "What  excuse  shall  I 
make  to  Dame  Van  Winkle !  " 

Rip  Van  Winkle.     The  Sketch  Book  —  WASHINGTON  IRVING. 

How  many  speakers  are  represented  in  the  last  three 
lines  ?     How  many  hearers  ? 
Complete  the  broken  sentence. 

12.  Thomas  Hood  was  a  distinguished  poet  and  humorist. 
The  entire  poem  is  a  humorous  blending  of  the  two  sides  of 
childhood  —  and  parenthood. 

What  is  the  emotional   motive  for   each  of  the  ex- 
clamations ? 

13.  Good  reading  of  description  requires  that  one 
shall  be  awake  to  every  variation  or  change  in  the 

TURNER,  TEACH.  TO  READ 22 


330  TEACHING  TO  READ 

thought,  and  correspondingly  responsive  in  presenting 
it.  In  no  reading  is  an  alert  and  vivid  imagination 
of  greater  importance.  In  no  reading  is  a  wide-awake 
scanning  of  the  thought  more  necessary,  for  the  changes, 
as  a  rule,  lie  hidden  in  the  words  themselves,  and  little 
or  no  attention  is  drawn  to  them  by  warning  marks 
of  punctuation,  as  in  the  case  of  quotations,  parentheti- 
cal expressions,  and  similar  forms  of  abrupt  change. 

Description  —  one  part 
On  waking,  Rip  found  himself  on  the  green  knoll 

whence  he  had  first  seen  the  old  man  of  the  glen.     He 

change  change 

rubbed    his   eyes  —  it   was   a   Bright   sunny   morning. 

The   birds  were   hopping  and   twittering  among   the 

bushes,  and  the  eagle  was  wheeling  aloft,  and  breasting 

change  ^          change 
the  pure  mountain  breeze.      '  Surely,"  thought   Rip, 

change  change 

"  I  have  not  slept  here  all  night."     He  recalled  the 

change  —  Ex- 
occurrences  before  he  fell  asleep.     The  strange  man 

planatory  —  ist  picture  ad  picture 

with  the  keg  of  liquor  —  the  mountain  ravine  —  the 

3d  picture  4th  picture 

wild  retreat  among  the  rocks  —  the  woebegone  party 

the  climax  picture  change 

at  nine-pins  —  the    flagon       "Oh!  that  flagon!  that 

change  change 

wicked  flagon  !  "     thought  Rip,  -     '  What  excuse  shall 

I  make  to  Dame  Van  Winkle  !  " 

14.   Motive  changes,  and  emotional  changes,  as  well 
as  changes  in  the  ones  addressed. 


STUDIES  IN  QUICK  CHANGES  331 

14.    We  are  two  travelers,  Roger  and  I. 

Roger's  my  dog.  —  Come  here,  you  scamp  ! 
Jump  for  the  gentlemen,  —  mind  your  eye  ! 
Over  the  table,  —  look  out  for  the  lamp  !  - 
The  rogue  is  growing  a  little  old ; 

Five  years  we've  tramped  through  wind  and 

weather, 

And  slept  outdoors  when  nights  were  cold, 
And    eaten    and    drank  -  -  and    starved  - 
together. 

We've  learned  what  comfort  is,  I  tell  you  ! 

A  bed  on  the  floor,  a  bit  of  rosin, 
A  fire  to  thaw  our  thumbs  (poor  fellow  ! 

The  paw  he  holds  up  there's  been  frozen), 
Plenty  of  catgut  for  my  fiddle 

(This  outdoor  business  is  bad  for  the  strings), 
Then  a  few  nice  buckwheats  hot  from  the  griddle, 

And  Roger  and  I  set  up  for  kings  ! 

We'll  have  some  music,  if  you're  willing, 

And  Roger  here  (what  a  plague  a  cough  is,  sir  !) 
Shall  march  a  little.  —  Start,  you  villain  ! 

Paws  up  !     Eyes  front  !     Salute  your  officer  ! 
'Bout  face  !     Attention  !     Take  your  rifle  ! 

(Some  dogs  have  arms,  you  see  !)     Now  hold 

your 
Cap  while  the  gentlemen  give  a  trifle, 

To  aid  a  poor  old  patriot  soldier  ! 

The  Vagabonds  —  JOHN  TOWNSEND  TROWBRIDGE. 

Exclamation  points  are  signboards  at  the  end  of  the 
route :  if  you  cannot  sight  them  in  the  distance,  you 
must  pass  over  the  road  a  second  time  to  make  use  of 
their  information. 

Trace  the  series  in  stanza  2. 


332 


TEACHING  TO  READ 


15.  Young  Harry  was  a  lusty  drover, 

And  who  so  stout  of  limb  as  he  ? 
His  cheeks  were  red  as  ruddy  clover ; 

His  voice  was  like  the  voice  of  three. 
Old  Goody  Blake  was  old  and  poor ; 

111  fed  she  was,  and  thinly  clad ; 
And  any  man  who  passed  her  door 

Might  see  how  poor  a  hut  she  had. 

Goody  Blake  and  Harry  Gill  —  WILLIAM  WORDSWORTH. 

16.  I  looked  without,  and  lo  !     My  sonne 

Came  riding  downe  with  might  and  main : 
He  raised  a  shout  as  he  drew  on, 

Till  all  the  welkin  rang  again, 
"  Elizabeth  !     Elizabeth  !  " 

(A  sweeter  woman  ne'er  drew  breath 

Than  my  sonne's  wife,  Elizabeth.) 

"  The  olde  sea  wall  (he  cried)  is  downe, 
The  rising  tide  comes  on  apace, 

And  boats  adrift  in  yonder  towne 
Go  sailing  uppe  the  market-place." 

He  shook  as  one  that  looks  on  death : 

"  God  save  you,  mother  !  "  strait  he  saith, 
'  Where  is  my  wife,  Elizabeth  ?  " 

The  High  Tide  on  the  Coast  of  Lincolnshire  —  JEAN  INGELOW. 


15.  A  change  occurs  when  contrasting  pictures  are 
placed  side  by  side. 

Try  to  enter  into  the  spirit  of  each  picture. 

16.  Do  not  overlook  the  condition  that  the  distance 
between  the  two  decreases  as  the  "  sonne  "  nears  his 
mother;    his  tone,  therefore,  loses  some  of  its  calling 
quality  and  his  speech  becomes  more  direct. 


STUDIES   IN  QUICK  CHANGES  333 

17.  Bernardo.     Who's  there  ? 

Francisco.     Nay,  answer  me ;  stand,  and  unfold 

yourself. 

Ber.     Long  live  the  king  ! 
Fran.     Bernardo  ? 
Ber.     He. 

Fran.     You  come  most  carefully  upon  your  hour. 
Ber.     'T  is  now  struck  twelve ;   get  thee  to  bed, 

Francisco. 
Fran.     For  this  relief  much  thanks ;    't  is  bitter 

cold, 
And  I  am  sick  at  heart. 

Hamlet.     Act  I.     Scene  I  —  WILLIAM  SHAKESPEARE. 

18.  The  assembly  of  Virginia  was  the  first  to  make 
public  opposition  to  this  odious  law  [the  Stamp  Act]. 
Patrick  Henry,   a  brilliant  young  lawyer,  introduced 
a  resolution  denying  the  right  of  Parliament  to  tax 
America.     He  boldly  asserted  that  the  king  had  played 
the  tyrant ;    and,  alluding  to  the  fate  of  other  tyrants, 


17.  Another    illustration    of    decreasing    distance. 
The  occasion  is  the  change  of  guard  before  the  castle. 
The  challenge  would  be  given  at  some  distance. 

Long  live  the  king.  —  Not  the  watchword  given  by  the 
other  guards,  but  commonly  considered  as  one.  Be  that 
as  it  may,  the  sentence  would  "  unfold  "  him  as  a  friend. 

1 8.  Brutus,  the  Roman  who  helped  to   assassinate  his 
friend  Ceesar  when  he  believed  him  a  tyrant. 

Cromwell,  the  great  general,  and  afterwards  Lord  Protec- 
tor of  the  Commonwealth.  He  was  most  influential  in  bring- 
ing about  the  death  of  Charles  I,  an  arbitrary  king  of  Eng- 
land, who  was  tried,  condemned,  and  beheaded  on  a  charge 
of  treason,  Jan.  30,  1649. 


334  TEACHING  TO  READ 

exclaimed,  "  Caesar  had  his  Brutus,  Charles  I  his 
Cromwell,  and  George  III  '  -  here  pausing  till  the 
cry  of  "  Treason  !  Treason  !  "  from  several  parts  of 
the  house  had  ended,  he  deliberately  added  --"  may 
profit  by  their  examples.  If  this  be  treason,  make  the 
most  of  it . "  A  Briff  History  of  thf  Uniud  Staus  _  BAIINB8 

19.   There  was  tumult  in  the  city 

In  the  quaint  old  Quaker  town  : 
And  the  streets  were  rife  with  people 

Pacing  restless  up  and  down ; 
People  gathering  at  corners, 

Where  they  whispered  each  to  each  ; 
And  the  sweat  stood  on  their  temples 

With  the  earnestness  of  speech. 

"  Will  they  do  it  ?  "     "  Dare  they  do  it  ?  " 
'  Who  is  speaking  ? "      "  What's  the  news  ?  " 

Another  writer  describes  it : 

"  Caesar  had  his  Brutus ;  Charles  the  First  his  Cromwell ; 
and  George  the  Third  "  '  Treason  !  "  cried  the  Speaker ; 
1  Treason  !  Treason  !  Treason  !  "  reechoed  from  every  part 
of  the  house.  It  was  one  of  those  trying  moments  which 
are  decisive  of  character;  but  Henry  faltered  not  for  an  in- 
stant; and  rising  to  a  loftier  attitude,  and  fixing  on  the 
Speaker  an  eye  flashing  with  fire,  continued,  —  "  may  profit 
by  these  examples  :  if  this  be  treason,  make  the  most  of  it." 

George  III,  reigning  king  of  England. 

19.  Changes  caused  by  continuous  change  of  both 
speaker  and  motive. 

What  presumably  moves  each  person  to  speak  as  he 
does? 

In  the  city.  —  Philadelphia,  July  4,  1776. 


STUDIES  IN  QUICK  CHANGES  335 

"  What  of  Adams  ?  "     "  What  of  Sherman  ?  " 
"  Oh,  God  grant  they  won't  refuse  !  " 

"  Make  some  way  there  !  "     "  Let  me  nearer  !  " 
"  I  am  stifling  !/'     "  Stifle,  then  ! 

When  a  nation's  life's  at  hazard, 
We've  no  time  to  think  of  men  !  " 

Independence  Bell,  July  4,  1776  —  ANONYMOUS. 

20.    l  The   King  is  come  to  marshal  us,  in   all  his 

armor  drest, 
And  he  has  bound  a  snow-white  plume  upon  his 

gallant  crest ; 
He  looked  upon  his  people,  and  a  tear  was  in  his 

eye; 
He  looked  upon  the  traitors,  and  his  glance  was 

stern  and  high. 

Contrast  the  two  parts  of  line  I,  stanza  2. 
'Will  they  do  it?  —  Adopt  the  Declaration  of  Inde- 
pendence. 

Adams;  Sherman. — John  Adams  and  Roger  Sherman, 
together  with  Thomas  Jefferson,  Benjamin  Franklin,  and 
Robert  R.  Livingston,  formed  the  committee  appointed 
to  draw  up  the  Declaration  of  Independence. 

20.  STANZA  i.  By  whom  is  the  story  supposed  to  be 
told  ?  (See  us,  line  j.) 

The  King.  —  "  Henry  the  Fourth,  on  his  accession  to  the 
French  crown,  was  opposed  by  a  large  part  of  his  subjects 
under  the  Duke  of  Mayenne,  with  the  assistance  of  Spain 
and  Savoy.  In  March,  1590,  he  gained  a  decisive  victory 
over  that  party  at  Ivry.  Before  the  battle,  he  addressed  his 
troops,  '  My  children,  if  you  lose  sight  of  your  colors,  rally 
to  my  white  plume.'  .  .  .  Nothing  could  resist  his  impet- 
uous valor,  and  the  leaguers  underwent  a  total  defeat." 


336  TEACHING  TO  READ 

s  *  Right  graciously  he  smiled  on  us,  as  rolled  from 

wing  to  wing, 
Down  all  our  line,  in  deafening  shout,  "  God  save 

our  lord,  the  King." 
1 "  And  if  my  standard-bearer  fall,  —  as  fall  full 

well  he  may  - 
For  never  saw  I  promise  yet  of  such  a  bloody 

fray  — 
Press  where  ye  see  my  white  plume  shine  amidst 

the  ranks  of  war, 
xo  And  be  your  oriflamme  to-day  the  helmet  of 

Navarre." 

1  Hurrah  !  the  foes  are  moving.     2  Hark  to  the 

mingled  din 
Of  fife,  and  steed,  and  trump,  and  drum,  and 

roaring  culverin  ! 


What  emotional  qualities  can  you  imagine  pervading 
lines  i  and  2  ?  Suggestive  Ans.  Patriotism,  admira- 
tion, love,  loyalty.  Line  3  ?  Line  4  ?  Line  5  ? 

Read  line  3  and  then  line  4,  trying  to  make  the  dif- 
ference very  plain.  Line  4,  and  then  first  half  of  line  5. 

Line  6.  If  we  tell  the  hearer  plainly  that  it  was  a 
shout  and  a  deafening  shout,  and  then  catch  the  spirit 
of  the  quotation,  need  we  shout  it  : 

Line  7.  Who  is  speaking  ?  Read  sentence  3  with- 
out inserted  portions. 

What  change  do  we  have  between  the  last  half  of  line 
6  and  line  7  ? 

Line  9.     White  plume.  —  See  line  2. 

Oriflamme  (Historical).  The  ancient  banner  of  St.  Denis, 
reported  to  have  been  a  red  silk  banderole  (a  little  banner, 
flag,  or  streamer  attached  to  a  lance  or  trumpet).  The  early 


STUDIES  IN  QUICK  CHANGES  337 

3  The  fiery  Duke  is  pricking  fast  across  Saint 

Andre's  plain, 
With  all  the  hireling  chivalry  of  Guelders  and 

Almayne. 
is  4  Now  by  the  lips  of  those  ye  love,  fair  gentlemen 

of  France, 
Charge  for  the  golden  lilies  now,  —  upon  them 

with  the  lance  ! 
5  A  thousand  spurs  are  striking  deep,  a  thousand 

spears  in  rest, 
A  thousand  knights  are  pressing  close  behind  the 

snow-white  crest ; 
And  in  they  burst,  and  on  they  rushed,  while, 

like  a  guiding  star, 
20  Amidst  the  thickest  carnage  blazed  the  helmet  of 

Navarre. 

The  Battle  of  Ivry  —  THOMAS  BABINGTON  MACAULAY. 

French  kings  were  accustomed,  on  setting  out  for  battle,  to 
receive  it  from  the  abbot  of  St.  Denis  to  be  carried  before 
them  as  a  sacred  and  royal  ensign. 
Hence,  a  standard  or  ensign  in  battle. 

STANZA  2.  How  does  the  spirit  change  with  the  open- 
ing of  the  stanza  ? 

What  is  the  meaning  and  use  of  Hurrah  here  ? 

What  is  the  emotional  motive  behind  the  exclamation 
in  sentence  i  ?  In  sentence  2  ? 

Might  sentence  3  be  emotional  ?  Why  do  you  think 
the  poet  preferred  to  indicate  it  otherwise  ? 

What  relation  does  sentence  5  bear  to  sentence  4  ? 

Where  is  the  climax  in  sentence  5  ?  What  effect  is 
gained  by  the  repetition  ?  Define  rest. 

Study  the  word  blazed,  line  20 ;  why  is  it  allowable  ? 

Why  are  these  strong  martial  stanzas  ? 


338  TEACHING  TO  READ 

21.  RIP  VAN  WINKLE  AT  THE  TAVERN 

From  Rip  Van  Winkle.     The  Sketch  Book. 

There  was,  as  usual,  a  crowd  of  folk  about  the  door, 
but  none  that  Rip  recollected.  The  very  character 
of  the  people  seemed  changed.  There  was  a  busy, 
bustling,  disputatious  tone  about  it,  instead  of  the 
accustomed  phlegm  and  drowsy  tranquillity.  He 
looked  in  vain  for  the  sage  Nicholas  Vedder,  with  his 
broad  face,  double  chin,  and  fair  long  pipe,  uttering 
clouds  of  tobacco-smoke  instead  of  idle  speeches;  or 
Van  Bummel,  the  schoolmaster,  doling  forth  the  con- 
tents of  an  ancient  newspaper.  In  place  of  these,  a 
lean,  bilious-looking  fellow,  with  his  pockets  full  of 
handbills,  was  haranguing  vehemently  about  rights  of 
citizens  —  elections  —  members  of  congress  —  liberty  — 
Bunker's  Hill  —  heroes  of  seventy-six — and  other  words, 
which  were  a  perfect  Babylonish  jargon  to  the  be- 
wildered Van  Winkle. 

1  The  appearance  of  Rip,  with  his  long,  grizzled  beard, 
his  rusty  fowling  piece,  his  uncouth  dress,  and  an  army 
of  women  and  children  at  his  heels,  soon  attracted  the 
attention  of  the  tavern  politicians.  *They  crowded 
round  him,  eyeing  him  from  head  to  foot  with  great 
curiosity.  *  The  orator  bustled  up  to  him,  and,  draw- 
ing him  partly  aside,  inquired  "on  which  side  he  voted  ?" 
4  Rip  stared  in  vacant  stupidity.  6  Another  short  but 
busy  little  fellow  pulled  him  by  the  arm,  and,  rising  on 
tiptoe,  inquired  in  his  ear,  "  Whether  he  was  Federal 
or  Democrat  ? '  6  Rip  was  equally  at  a  loss  to  com- 
prehend the  question ;  when  a  knowing,  self-important 
old  gentleman,  in  a  sharp  cocked  hat,  made  his  way 
through  the  crowd,  putting  them  to  right  and  left  with 
his  elbows  as  he  passed,  and  planting  himself  before 
Van  Winkle,  with  one  arm  akimbo,  the  other  resting 
on  his  cane,  his  keen  eyes  and  sharp  hat  penetrating,  as 
it  were,  into  his  very  soul,  demanded  in  an  austere 


STUDIES  IN  QUICK  CHANGES  339 

tone,  "What  brought  him  to  the  election  with  a  gun 
on  his  shoulder,  and  a  mob  at  his  heels,  and  whether 
he  meant  to  breed  a  riot  in  the  village  ?  " 

"  Alas  !  gentlemen,"  cried  Rip,  somewhat  dismayed, 
"  I  am  a  poor,  quiet  man,  a  native  of  the  place,  and  a 
loyal  subject  of  the  King,  God  bless  him  !  " 

Here  a  general  shout  burst  from  the  bystanders  — 
"  A  tory  !  a  tory !  a  spy !  a  refugee  !  hustle  him  !  away 
with  him  !  " 

It  was  with  great  difficulty  that  the  self-important 
man  in  the  cocked  hat  restored  order;  and,  having 
assumed  a  tenfold  austerity  of  brow,  demanded  again 
of  the  unknown  culprit  what  he  came  there  for,  and 
whom  he  was  seeking.  The  poor  man  humbly  assured 
him  that  he  meant  no  harm,  but  merely  came  there 
in  search  of  some  of  his  neighbors,  who  used  to  keep 
about  the  tavern. 

'  Well  —  who  are  they  ?  —  Name  them." 

Rip  bethought  himself  a  moment,  and  inquired, 
"  Where's  Nicholas  Vedder  ?  " 

There  was  silence  for  a  little  while,  when  an  old  man 
replied,  in  a  thin  piping  voice,  "  Nicholas  Vedder  ! 
why,  he  is  dead  and  gone  this  eighteen  years  !  There 
was  a  wooden  tombstone  in  the  churchyard  that  used 
to  tell  about  him,  but  that's  rotten  and  gone  too." 
'  Where's  Brom  Dutcher  ?  " 

"  Oh,  he  went  off  to  the  army  in  the  beginning  of  the 
war ;  some  say  he  was  killed  at  the  storming  of  Stony 
Point,  —  others  say  he  was  drowned  in  the  squall  at 
the  foot  of  Anthony's  Nose.  I  don't  know,  —  he  never 
came  back  again." 

'  Where's  Van  Bummel,  the  schoolmaster  ? >: 

"  He  went  off  to  the  wars,  too ;  was  a  great  militia 
general,  and  is  now  in  Congress." 

Rip's  heart  died  away  at  hearing  of  these  sad  changes 
in  his  home  and  friends,  and  finding  himself  thus  alone 
in  the  world.  Every  answer  puzzled  him,  too,  by 
treating  of  such  enormous  lapses  of  time,  and  of  matters 


340  TEACHING  TO  READ 

which  he  could  not  understand :  war  —  Congress  — 
Stony  Point ;  —  he  had  no  courage  to  ask  after  any 
more  friends,  but  cried  out  in  despair,  "  Does  nobody 
here  know  Rio  Van  Winkle  ?  " 

"  Oh,  Rip  Van  Winkle  !  "  exclaimed  two  or  three. 
"  Oh,  to  be  sure !  that's  Rip  Van  Winkle  yonder, 
leaning  against  the  tree." 

Rip  looked,  and  beheld  a  precise  counterpart  of  him- 
self as  he  went  up  the  mountain :  apparently  as  lazy, 
and  certainly  as  ragged.  The  poor  fellow  was  now 
completely  confounded.  He  doubted  his  own  identity, 
and  whether  he  was  himself  or  another  man.  In  the 
midst  of  his  bewilderment,  the  man  in  the  cocked  hat 
demanded  who  he  was,  and  what  was  his  name  ? 

"  God  knows,"  exclaimed  he,  at  his  wit's  end;  "  I'm 
not  myself — I'm  somebody  else  —  that's  rne  yonder 
-  no  —  that's  somebody  else  got  into  my  shoes  - 
I  was  myself  last  night,  but  I  fell  asleep  on  the  moun- 
tain, and  they've  changed  my  gun,  and  everythihg's 
changed,  and  I'm  changed,  and  I  can't  tell  what's 
my  name,  or  who  I  am  !  '  WASHINGTON  IRVING. 


2 1 .  After  a  sleep  of  twenty  years,  Rip  Van  Winkle  appears 
at  the  village  inn  when  an  election  is  in  progress.  But  it  is 
no  longer  the  village  inn  that  he  knew.  In  the  place  stands 
a  large  rickety  wooden  building,  with  great  gaping  windows, 
-  "  The  Union  Hotel,"  -  with  a  strange  flag  pole  instead 
of  the  tree,  and  George  Washington  painted  where  King 
George  used  to  be. 

His  sleep  had  lasted  from  about  1770  to  1790,  —  from  a  few 
years  before  the  Revolutionary  War  to  after  the  formation 
of  the  Constitution. 

Try  to  appreciate  the  contrast  between  the  confused, 
bewildered,  uncomprehending  old  man  and  the  new 
conditions  about  him. 


STUDIES   IN  QUICK  CHANGES  341 

Notice  the  touch  of  impersonation  indicated  by  the 
quotation  marks  in  If 2. 

Compare  If 4  with  stanza  2,  No.  19.  How  are  they 
alike  ? 

Compare  the  last  paragraph  with  No.  6. 

Stony  Point,  in  New  York ;  fortified  by  Americans ;  taken 
by  British ;  retaken  by  Americans  under  Wayne. 

Anthony's  Nose,  a  promontory,  fifty-seven  miles  above 
New  York. 

Compare :  "  Epimenides  was  sent  by  his  father  into  the 
field  to  look  for  a  sheep,  turned  -out  of  the  road  at  midday 
and  lay  down  in  a  certain  cave  and  fell  asleep,  and  slept 
there  for  fifty-seven  years ;  and  after  that,  when  awake,  he 
went  on  looking  for  the  sheep,  thinking  that  he  had  been 
taking  a  short  nap." 

Epimenides —  DIOGENES  LAERTIUS.     (About  200  A.D.) 

For  written  work,  changes  can  be  shown  in  the  follow- 
ing way,  and  occasionally  the  writing  out  of  a  paragraph 
or  more  may  be  required  profitably  as  a  part  of  the  les- 
son preparation.  Illustration.  —  1ffi3-5,  No.  21  : 

"  Alas  !  gentlemen," 

cried  Rip,  somewhat  dismayed, 

"  I  am  a  poor,  quiet  man,  a  native  of  the  place,  and  a 
loyal  subject  of  the  King,  God  bless  him !  " 

Here  a  general  shout  burst  from  the  bystanders  — 

"  A  tory ! 

a  tory ! 

a  spy! 

a  refugee ! 

hustle  him ! 

away  with  him  !  " 

It  was  with  great  difficulty  that  the  self-important  man  in 
the  cocked  hat  restored  order. 


342  TEACHING  TO  READ 

22.  THE  MEETING  OF  GESLER  AND  TELL 
From  William  Tell. 

Gesler  (the  tyrant).     Thy  name? 
Tell.     My  name  ? 

It  matters  not  to  keep  it  from  thee  now :  - 
My  name  is  Tell. 

s       Ges.     What  !  —  William  Tell  ? 
Tell.     The  same. 

Ges.     l  What !  he  so  famed  'bove  ail  his  country- 
men 

For  guiding  o'er  the  stormy  lake  the  boat  ? 
2  And  such  a  master  of  his  bow,  'tis  said 
10  His  arrows  never  miss  ?     *  Indeed  !  —  I'll  take 
.Exquisite    vengeance  !-- 4  Mark  !  —  I'll   spare   thy 

life- 

Thy  boy's  too,  —  both  of  you   are  free  —  on  one 
Condition. 

Tell     Name  it. 
is      Ges.     I  would  see  you  make 

A  trial  of  your  skill  with  that  same  bow 
You  shoot  so  well  with. 

Tell.     Please  you,  name  the  trial 
You  would  have  me  make. 
20      Ges.     You  look  upon  your  boy 
As  though  instinctively  you  guessed  it. 

Tell.     1  Look  upon  my  boy  !    2  What  mean  you  ? 

8  Look  upon 

My  boy  as  though  I  guessed  it  ?  — 4  Guessed  the  trial 
You  would  have  me  make  ?  —  6  Guessed  it 
as  Instinctively  ?     '  You  do  not  mean  ?  —  no  !  —  no  !  - 
You  would  not  have  me  make  a  trial  of 
My  skill  upon  my  child  !    7  Impossible  ! 
8  I  do  not  guess  your  meaning. 

Ges.     I  would  see 

30  Thee  hit  an  apple  at  the  distance  of 
A  hundred  paces. 


STUDIES  IN  QUICK  CHANGES  343 

Tell.     Is  my  boy  to  hold  it  ? 

Ges.     No. 

Tell.     No  !  —  I'll   send    the    arrow    through    the 

core  ! 
35      Ges.     It  is  to  rest  upon  his  head. 

Tell.     O,  Nature  !     Thou  hear'st  him  ! 
Ges.     Thou  dost  hear  the  choice  I  give  - 
Such  trial  of  the  skill  thou'rt  master  of, 
Or  death  to  both  of  you,  not  otherwise 
40  To  be  escaped.  SHERIDAN  KNOWLES. 


22.  William  Tell  was  a  Swiss  patriot  and  legendary  hero 
who  resisted  the  Austrian  tyrant,  Gesler,  and  restored  liberty 
to  his  oppressed  country  in  1307. 

Be  sure  of  the  motive  for  each  question  and  exclama- 
tion. —  How  did  Tell  (or  Gesler)  feel  when  he  said 
that  ?  Why  did  he  say  it  ? 

Complete  the  broken  thought,  line  25. 

When  you  are  Tell,  from  which  side  do  you  speak  ? 
Where  do  you  look  to  see  Gesler  ?  Do  you  .think  the 
men  would  look  each  other  in  the  eyes  ?  Where  will 
you  have  the  boy  ?  Do  you  think  Gesler  looked  at 
the  boy,  line  1 2  ?  Line  20  ?  Would  Tell  look  at 
Gesler,  or  the  boy,  or  from  one  to  the  other,  lines  22-28  ? 

What  do  you  think  of  Gesler's  answer,  line  33  ? 

How  does  Tell  feel  when  he  replies,  line  34  ? 

How  would  Gesler  say  line  35  ? 

Why  did  Tell  say  line  36  ?  How  did  he  feel  when  he 
said  it  ?  Try  to  express  the  hardness  and  unchange- 
ableness  in  the  last  paragraph. 

Do  not  call  for  long  portions  at  first.  See  what  the 
pupils  can  do  with  lines  I  and  2  before  you  add  3  and  4. 


344  TEACHING  TO  READ 

23.  MEETING  OF   FITZ-JAMES  AND  RODERICK   DHU 
From  The  Lady  of  the  Lake.     Canto  IV. 

The  shades  of  eve  come  slowly  down, 
The  woods  are  wrapt  in  deeper  brown, 
The  owl  awakens  from  her  dell, 
The  fox  is  heard  upon  the  fell ; 
s  Enough  remains  of  glimmering  light 
To  guide  the  wanderer's  steps  aright, 
Yet  not  enough  from  far  to  show 
His  figure  to  the  watchful  foe. 

Famished,  and  chilled,  through  ways  unknown, 
10  Tangled  and  steep,  he  journeyed  on  ; 
Till,  as  a  rock's  huge  point  he  turned, 
A  watch-fire  close  before  him  burned. 

Beside  its  embers  red  and  clear, 
Basked  in  his  plaid  a  mountaineer; 

is  And  up  he  sprung  with  sword  in  hand,  - 
'  Thy  name  and  purpose  !     Saxon,  stand  !  " 
"  A  stranger."        Wnat  dost  thou  require  ?  " 
11  Re«t  and  a  guide,  and  food  and  fire. 
My  life's  beset,  my  path  is  lost, 

20  The  gale  has  chilled  my  limbs  with  frost." 
"  Art  thou  a  friend  to  Roderick  ?  "     "  No." 
'  Thou  darest  not  call  thyself  a  foe  ?  " 
"  I  dare  !    To  him  and  all  the  band 
He  brings  to  aid  his  murderous  hand." 

as  "  Bold  words  !  —  but,  though  the  beast  of  game 

Might  there  not  be  a  change  in  spirit  between  lines  2 
and  3,  and  also  between  lines  3  and  4  ? 

When  the  entire  exercise  has  been  studied,  review  it 
by  calling  for  the  reading  of  short  portions  here  and 
there  where  a  quick  change  is  required. 


STUDIES  IN  QUICK  CHANGES  345 

The  privileges  of  chase  may  claim, 
Though  space  and  law  the  stag  we  lend, 
Ere  hound  we  slip,  or  bow  we  bend, 
Who  ever  recked,  where,  how,  or  when, 

30  The  prowling  fox  was  trapped  or  slain  ? 
Thus  treacherous  scouts,  —  yet  sure  they  lie, 
Who  say  thou  cam'st  a  secret  spy  !  " 
"  They  do,  by  Heaven  !  — come  Roderick  Dhu, 
And  of  his  clan  the  boldest  two, 

35  And  let  me  but  till  morning  rest, 
I  write  the  falsehood  on  their  crest." 
"  If  by  the  blaze  I  mark  aright, 
Thou  bear'st  the  belt  and  spur  of  Knight." 
*  Then  by  these  tokens  mayst  thou  know 

4o  Each  proud  oppressor's  mortal  foe." 
"  Enough,  enough ;   sit  down  and  share 
A  soldier's  couch,  a  soldier's  fare." 

He  gave  him  of  his  Highland  cheer, 

The  hardened  flesh  of  mountain  deer; 
45  Dry  fuel  on  the  fire  he  laid, 

And  bade  the  Saxon  share  his  plaid. 

He  tended  him  like  welcome  guest, 

Then  thus  his  further  speech  addressed  :  - 

"  Stranger,  I  am  to  Roderick  Dhu 
50  A  clansman  born,  a  kinsman  true : 

Each  word  against  his  honor  spoke 

Demands  of  me  avenging  stroke ; 

Yet  more,  —  upon  thy  fate,  't  is  said, 

A  mighty  augury  is  laid. 
55  It  rests  with  me  to  wind  my  horn,  — 
'Thou  art  with  numbers  overborne ; 

It  rests  with  me,  here,  brand  to  brand, 

Worn  as  thou  art,  to  bid  thee  stand : 

But,  not  for  clan,  nor  kindred's  cause, 
60  Will  I  depart  from  honor's  laws ; 

To  assail  a  wearied  man  were  shame, 

And  stranger  is  a  holy  name ; 

TURNER,    TEACH.    TO    READ  23 


346  TEACHING  TO  READ 

Guidance  and  rest,  and  food  and  fire, 

In  vain  he  never  must  require. 
65  Then  rest  thee  here  till  dawn  of  day; 

Myself  will  guide  thee  on  the  way, 

O'er  stock  and  stone,  through  watch  and  ward, 

Till  past  Clan-Alpine's  outmost  guard, 

As  far  as  Coilantogle's  ford ; 
70  From  thence  thy  warrant  is  thy  sword." 

"  I  take  thy  courtesy,  by  Heaven, 

As  freely  as  't  is  nobly  riven  !  " 

'  Well,  rest  thee ;  for  the  bittern's  cry 

Sings  us  the  lake's  wild  lullaby." 
75  With  that  he  shook  the  gathered  heath, 

And  spread  his  plaid  upon  the  wreath ; 

And  trie  brave  foemen,  side  by  side, 

Lay  peaceful  down  like  brothers  tried, 

And  slept  until  the  dawning  beam 
80  Purpled  the  mountain  and  the  stream. 

SIR  WALTER  SCOTT. 

23.  Fitz- James,  the  assumed  name,  in  the  poem,  of  the 
Scottish  king,  who  has  lost  his  way  while  hunting.  Roder- 
ick, his  enemy,  into  whose  presence  he  has  unknowingly 
come.  When  they  reach  Coilantogle's  ford,  the  mountaineer 
explains,  "  Saxon,  I  am  Roderick  Dhu." 

No  context  warns  us  of  the  change  in  speaker  from 
line  17  to  line  42. 

Line  16.  Saxon.  —  Roderick  does  not  recognize  the 
king,  but  the  "  hunting  suit  of  Lincoln  green  "  bespeaks  the 
Lowlander.  An  ancient  feud  existed  between  the  Highfand- 
ers  (Gaels)  and  the  Lowlanders  (Saxons)  and  they  were 
continually  at  war. 

Line  24.  Murderous  hand.  —  Roderick  Dhu's  raids  on  the 
Lowlanders  suggest  the  horrible  butcheries  of  Indian  attacks. 

Lines  25-30.     "  We  gave  laws  to  hares  and  deer,  because 


STUDIES  IN  QUICK  CHANGES  347 

they  are  beasts  of  chase ;  but  it  was  never  accounted  cruelty 
or  foul  play  to  knock  foxes  or  wolves  on  the  head  as  they 
can  be  found,  because  they  are  beasts  of  prey."  —  ST.  JOHN. 

Line  31.  Express  in  full,  thus  treacherous  scouts.  To 
whom  are  they  treacherous? 

Line  32.  A  scout  had  brought  word  to  Roderick  of  the 
presence  of  a  Lowland  "spy." 

Line  38.     A  spur  was  formerly  a  badge  of  knighthood. 
Line  40.        Fitz-James   had    a  particular   cause    against 
Roderick   Dhu   in   that   he,    Fitz-James,   had    promised   to 
avenge  the  death  of  a  Lowland  maiden  killed  on  the  preced- 
ing day  by  his  treacherous  guide,  one  of  Roderick's  men,  and 
also  of  her  bridegroom,  killed  by  Roderick  in  one  of  his  raids. 
Lines  41-47-     A    characteristic   feature   of  Highlanders 
was  their  high  notions  of  hospitality. 

"  Such  then  the  reverence  to  a  guest, 
That  fellest  foe  might  join  the  feast, 
And  from  his  deadliest  foeman's  door 
Unquestioned  turn,  the  banquet  o'er." 

Canto  I.     Stanza  XXIX. 

Line  44.  The  hardened  flesh  of  mountain  deer.  —  An  un- 
cooked meat  that  was  reckoned  a  great  delicacy  among 
the  Scottish  Highlanders  in  early  times.  It  was  prepared 
only  by  compressing  raw  meat  between  two  pieces  of  wood 
so  as  to  force  out  the  blood  and  render  it  extremely  hard. 

Lines  53,  54.  Upon  thy  fate.  —  The  fate  of  the  first 
foeman  (Canto  IF.  Stanza  71}. 

"  Which  spills  the  foremost  foeman's  life, 
That  party  conquers  in  the  strife." 

A  mighty  augury. —  The  "  Taghairm  "  (Canto  IF.  Stanza 
IF).  An  old  Highland  mode  of  "reading  the  future."  "A 
person  was  wrapped  up  in  the  skin  of  a  newly  slain  bullock, 


348  TEACHING  TO  READ 

and  deposited  beside  a  waterfall,  or  at  the  bottom  of  a 
precipice,  or  in  some  other  strange,  wild,  and  unusual  situa- 
tion. In  this  situation  he  revolved  in  his  mind  the  question 
proposed,  and  whatever  was  impressed  upon  him  by  his  ex- 
alted imagination  passed  for  the  inspiration  of  the  •disem- 
bodied spirits,  who  haunt  the  desolate  recesses."  —Scon. 

Brian,  the  hermit  monk,  had  made  the  test  for  Roderick 
Dhu  regarding  the  outcome  of  the  impending  combat. 

Reread : 

Chap.        I.    No.  22. 
Chap.     VI.   Nos.  26,  28,  38. 
Chap.   VII.   Nos.  21,  34,  35,  43. 

Chap.     XI.    (PART  I)  Nos.  3,  4,  13  ;  (PART  II)  Nos.  17, 
18;  (PART  II I)  Nos.  i,  10. 

SUGGESTIVE  QUESTIONS  FOR  WRITTEN  REVIEW 

1.  In  what  way  is  line  I,  No.  2,  a  step  harder  than 
line  I,  No.  I  ? 

2.  The   reader  must   take  the   part  of  how  many 
speakers    in    No.    3  ?    Who-  are   they  ?     How    many 
hearers  are  indicated  ?     Who  are  they  ? 

3.  (No.  4.)  What  is  the  difference  between  the  little 
boy  and  the  story-teller  ?     To  whom  does  the  little  boy 
speak  ?    The  story-teller  ? 

4.  Complete  the  broken  sentences  in  Nos.  5,  9,  10. 

5.  (No.  20.)     What  is  the  feeling  in  line  I  r     In  line 
3  ?     4  ?    5  ?     Who  is  speaking  in  line  7  ? 

6.  (No.  20.)  Define  to  marshal  us,  gallant  crest,  fray, 
oriflamme,  din,  culverin,  pricking  fast,  hireling,  chivalry. 

7.  (No.  22.)  Who  was  Tell?     Why  does  Tell  break 
sentence  6,  line  25  ?     What  did  he  probably  start  to  say  ? 

8.  (No.  23.)   Express  in  your  own  words  the  mean- 
ing of  lines    25-30. 

9.  Quote  the  lines  that  you  like  best  in  No.  23,  and 
tell  why  you  prefer  them. 


CHAPTER  XIII 

STUDIES    IN    GRADATION    OF    IDEAS    AND 
EMOTIONS 

Our  study  of  series  (Chapter  V)  showed  us  the  reg- 
ularity with  which  one  idea  may  follow  another. 
The  parts  of  the  series  in  those  illustrations  were,  as 
a  rule,  of  equal  thought  value  and  equal  emotional 
strength,  and  we  dwelt  particularly  upon  the  recogni- 
tion and  relation  of  the  parts.  In  this  chapter  we 
deal  with  series  made  up  of  parts  in  which  there  is  a 
gradation  of  thought  and  emotion.  The  gradation 
may  find  expression  in  the  repetition  of  a  single  word 
or  words  (see  Nos.  i,  2),  or  in  a  series  of  different 
words  (3,  4).  In  length,  the  parts  may.  vary  from 
a  single  word  to  entire  sentences  or  paragraphs  (3,  21) ; 
the  gradation  of  thought  may  be  either  ascending  or 
descending,  toward  the  stronger  or  the  weaker  (5,  15). 

The  difficulty  of  interpretation  lies  in  the  measure  of 
the  increase  or  decrease.  The  cause  of  imperfect  work 
is  usually  that  the  reader  attempts  to  give  the  thought 
before  he  has  really  grasped  its  range.  In  seeing  or 
feeling  the  bigness  of  part  two,  he  loses  consciousness 
of  part  four,  and  finds  himself  at  the  limit  of  growth 
before  the  last  stage  is  reached. 

Our  work  in  Chapter  XIII  is,  therefore,  particularly 
along  two  lines' :  that  of  increasing  our  mental  "  reach  "  ; 
and  that  of  expressing  degrees  of  strength. 

349 


350  TEACHING  TO  READ 

SELECTIONS  AND  SUGGESTIVE  STUDIES 

1.  On!  ON!  you  noble  English. 

2.  "  To  arms !  to  ARMS  !  to  ARMS  !  "  they  cry ! 

3.  They    shouted,    "France!      SPAIN!      ALBION  ! 
VICTORY! 

4.  It  is  not  of  six  strokes  that  I  complain,  nor  of 
sixty,  but  of  millions. 

The  Discontented  Pendulum  —  JAMB  TAYLOR. 

5.  A  sail !  ten  sail !  a  hundred  sail !  nay,  nigh  two 
hundred  strong ! 

The  Invincible  Armada  —  SIR  LEWIS  MORRIS. 

6.  He  sank  —  he  rose  —  he  lived  —  he  moved, 

And  for  the  ship  struck  out. 

A  Leap  for  Life  —  GEORGE  POPE  MORRIS. 

7.  I  am  thinking  if  Aunt  knew  so  little  of  sin, 
What  a  wonder  Aunt  Tabitha's  aunt  must  have 

been  ! 
And  her  grand-aunt  —  it  scares  me  ! 

Aunt  Tabitha  —  OLIVER  WENDELL  HOLMES. 


I,  2.    What  moves  the  speaker  to  repeat  the  words  ? 

3..  Gradation  in  enthusiasm  with  the  presentation 
of  new  ideas. 

4,  5.    Gradation  in  thought. 

6.   Which  of  the  thoughts  show  gradation  ? 

8.  What  is  the  difference  in  the  meanings  of  the 
words  connected  by  or  ?  How  many  of  the  five  divi- 
sions show  gradation  ? 


GRADATION  OF  IDEAS  AND  EMOTIONS  351 

8.  Here  I  stand  for  impeachment  or  trial !     I  dare 
accusation !     I    defy    the  '  honorable     gentleman !     I 
defy  the  government !     I  defy  their  whole  phalanx  ! 

Reply  to  Mr.  Corry  —  HENRY  GRATTAN. 

9.  Gentlemen,  I  am  a  Whig,  a  Massachusetts  Whig, 
a  Faneuil  Hall  Whig,  a  Revolutionary  Whig,  a  Con- 
stitutional Whig ;  and  if  you  break  up  the  Whig  party, 
where  am  I  to  go  ?  DANIEL  WEBSTER.    (Adapted.) 


Mr.  Corry  had  called  Mr.  Grattan  "  an  unimpeached 
traitor  "  (see  No.  19,  page  90)  and  charged  him  with  being 
connected  with  the  rebels,  —  a  charge  which  Grattan  said 
was  "  utterly,  totally,  and  meanly  false."  Both  men  were 
members  of  the  Irish  parliament,  and  the  speeches  (which 
were  followed  by  a  duel)  were  made  during  the  heated  de- 
bate on  the  union  of  Ireland  with  England,  which  was  accom- 
plished the  following  year  (1801). 

9.  Whig,  a  shortened  form  of  the  Scotch  word  whiga- 
more.  In  Scotland  those  who  opposed  the  court  were  called 
Whigs,  in  contempt.  In  England,  those  who  opposed  the 
claims  of  the  Kings,  Charles  I  and  II,  were  called  Whigs. 
The  Whigs  afterwards  became  the  Liberals.  In  America, 
the  supporters  of  the  Revolution  of  the  Colonies  against  the 
tyranny  of  England  called  themselves  Whigs,  and  their  politi- 
cal party  existed  until  the  organization  of  the  Republican 
party  in  1856. 

The  dissolution  of  the  Whig  party  was  being  considered 
when  Daniel  Webster  spoke  these  words  in  Faneuil  Hall  to 
an  immense  gathering  of  people.  He  was  a  powerful  speaker 
and  a  giant  in  appearance,  although  not  more  than  five  feet 
ten  inches  in  height,  and  James  Russell  Lowell  says,  "  We 
held  our  breath  thinking  where  he  could  go." 


352  TEACHING  TO  READ 

10.  We  have  complained ;   we  have  petitioned ;   we 
have  entreated  ;    we  have  supplicated  ;  we  have  pros- 
trated  ourselves  at  the   foot  of  the   throne,  without 
moving  royal  clemency.  PATRICK  HENRY.    (Adapted.) 

11.  To   bind   a   Roman   citizen   is   an  outrage;    to 
scourge  him  is  an  atrocious  crime ;  to  put  him  to  death 
is  almost  parricide ;  but  to  put  him  to  death  by  cruci- 
fixion, —  what  shall  I  call  it  ? 

Oration  against  Verres  —  MARCUS  TULLIUS  CICERO. 


Massachusetts.  —  Boston  was  considered  the  "  hotbed  " 
of  the  Revolution,  and  the  state  was  among  the  first  and 
strongest  in  its  rebellion. 

Faneuil  Hall.  —  In  Boston.  Called  "The  Cradle  of 
Liberty,"  because  it  was  the  rendezvous  of  the  Revolution- 
ary spirits  of  the  time. 

Revolutionary.  —  Daniel  Webster  was  born  in  1782.  His 
father,  Capt.  Ebenezer  Webster,  was  a  Revolutionary  hero. 

Constitutional. — The  Constitution  went  into  operation 
March  4, 1789.  Thus  he  traces  in  order  the  great "  milestones" 
of  his  Whig  convictions. 

10.  Paraphrase  part  5. 

1 1 .  Referring  to  the  treatment  of  Gavius  by  Caius  Verres, 
the  Roman  governor  of  Sicily,  whom  the  Sicilians  employed 
Cicero  to  prosecute  on  criminal  charges. 

Trace  the  parallel  steps : 

bind  outrage 

scourge  atrocious  crime 

put  to  death  parricide 

put  to  death  by  crucifixion  Words  jail 

Parricide,  act  or  crime  of  murdering  a  person  to  whom  one 


GRADATION  OF   IDEAS  AND  EMOTIONS  353 

12.  Where  was  the  man  who  had  an  American  bosom, 
who  would  not  have  thrown  open  his  fields,  his  barns, 
his  cellars,  the  doors  of  his  house,  the  portals  of  his 
breast,  to  receive  with  outspread  arms  that  little  band 
of  starving  patriots  ?  ^  ^  B((/  Caje_fKmcK  HENRY 


13.  Whatsoever  things  are  false,  whatsoever  things 
are  dishonest,  whatsoever  things  are  unjust,  whatsoever 
things  are  impure,  whatsoever  things  are  hateful,  whatso- 
ever things  are  of  evil  report,  —  if  there  be  any  vice,  if 
there  be  any  infamy,  all  these  things  we  know  were 
blended  in  Barere.  THOMAS  BABINGTON  MACAULAY. 


stands  in  a  specially  sacred  relation,  as  a  father,  mother,  or 
other  near  relative. 

12.  The  arrangement  of  the  series  suggests  the  ex- 
treme  friendliness  with   which   the   man  would   have 
received  the  little  band. 

Mr.  Hook,  a  Scotchman,  and  a  man  of  wealth,  who  during 
the  Revolutionary  War  was  suspected  of  being  unfriendly 
to  the  American  cause,  brought  suit  for  trespass  against 
Mr.  Venable,  an  army  commissioner,  who  had  taken  two  of 
his  steers  for  the  use  of  the  American  army  during  the 
invasion  of  Cornwallis. 

13.  The  building  up  of  sentiment  by  adding  charges. 
Express  the  full  value  of  the  words. 

Compare : 

Whatsoever  things  are  true,  whatsoever  things  are  honest, 
whatsoever  things  are  just,  whatsoever  things  are  pure,  what- 
soever things  are  lovely,  whatsoever  things  are  "of  good 
report ;  if  there  be  any  virtue,  and  if  there  be  any  praise, 
think  on  these  things.  Philippians  4 :  8. 


354  TEACHING  TO  READ 


» 


14.  *  There  !   '  said  the  Deacon,  "  naow  she'll  dew 
Do !  I  tell  you,  I  rather  guess 

She  was  a  wonder,  and  nothing  less  ! 
Colts  grew  horses,  beards  turned  gray, 
s  Deacon  and  deaconess  dropped  away, 
Children  and  grandchildren,  —  where  were  they  ? 
But  there  stood  the  stout  old  one-hoss  shay 
As  fresh  as  on  Lisbon-earthquake  day ! 

The  Wonderful  "One-Hoss  Shay"  —OLIVER  WENDELL  HOLMES. 

15.  David  was  a  great  warrior,  a  great  statesman, 
a  great  poet,  and  a  skillful  performer  on  the  harp. 

16.  Within  our  beds  awhile  we  heard 

The  wind  that  round  the  gables  roared, 
With  now  and  then  a  ruder  shock, 
Which  made  our  very  bedsteads  rock. 
s  We  heard  the  loosened  clapboards  tost, 
The  board-nails  snapping  in  the  frost ; 
And  on  us,  through  trie  unplastered  wall, 
Felt  the  light  sifted  snowflakes  fall. 
But  sleep  stole  on,  as  sleep  will  do 
10  When  hearts  are  light  and  life  is  new ; 


14.  Observe  the  gradation  of  the  thoughts  in  lines 
4-6,  and  take  note  of  the  change  in  the  sentence  follow- 
ing hut. 

Lisbon,  the  capital  of  Portugal,  has  frequently  been  visited 
by  earthquakes.  A  great  part  of  the  city  and  60,000  inhab- 
itants were  destroyed  in  the  one  in  1755. 

15.  A  descending  arrangement. 

16.  Descending  gradation. 
Contrast  line  2  and  line  15. 


GRADATION  OF   IDEAS  AND   EMOTIONS  355 

Faint  and  more  faint  the  murmurs  grew, 
Till  in  the  summer-land  of  dreams 
They  softened  to  the  sound  of  streams, 
Low  stir  of  leaves,  and  dip  of  oars, 
is  And  lapsing  waves  on  quiet  shores. 

Snow-Bound  —  JOHN  GREENLEAF  WHITTIER. 

17.  It  is  this  accursed  American  war  that  has  led 
us,  step  by  step,  into  all  our  present  misfortunes  and 
national  disgraces.     What  was  the  cause  of  our  wasting 
forty   millions   of  money,    and   sixty  thousand   lives? 
The  American  war.     What  was  it  that  produced  the 
French   rescript   and   a   French   war  ?     The  American 
war.     What  was  it  that  produced  the  Spanish  mani- 
festo and  a  Spanish  war  ?     The  American  war.     What 
was  it  that  armed  forty-two  thousand  men  in  Ireland 
with   the   arguments   carried   on   the   points   of  forty 
thousand   bayonets  ?     The  American  war.     For  what 
are  we  about  to  incur  an  additional  debt  of  twelve  or 
fourteen    millions  ?     This    accursed,    cruel,    diabolical 
American  war ! 

18.  Citizens.     We  make  holiday  to  see  Caesar,  and 
to  rejoice  in  his  triumph. 

Marullus.     Wherefore  rejoice  ?     What  conquest 

brings  he  home  ? 

What  tributaries  follow  him  to  Rome, 
To  grace  in  captive  bonds  his  chariot  wheels  ? 
s  You  blocks,  you  stones,  you  worse  than  senseless 

things  ! 


17.  A    steadily    increasing    growth    in    strength    of 
thought  and  emotion  through  a  series  of  questions  and 
answers. 

18.  Gradation  of  thought :   lines  5  ;   8,9;   18-20. 


356  TEACHING  TO  READ 

O,  you  hard  hearts,  you  cruel  men  of  Rome, 
Knew  you  not  Pompey  ?     Many  a  time  and  oft 
Have  you  climb'd  up  to  walls  and  battlements, 
To  towers  and  windows,  yea,  to  chimney  tops, 

10  Your  infants  in  your  arms,  and  there  have  sat 
The  livelong  day,  with  patient  expectation, 
To  see  great  Pompey  pass  the  streets  of  Rome ; 
And,  when  you  saw  his  chariot  but  appear, 
Have  you  not  made  an  universal  shout, 

is  That  Tiber  trembled  underneath  her  banks, 
To  hear  the  replication  of  your  sounds 
Made  in  her  concave  shores  ? 
And  do  you  now  put  on  your  best  attire  ? 
And  do  you  now  cull  out  a  holiday  ? 

20  And  do  you  now  strew  flowers  in  his  way 
That  comes  in  triumph  over  Pompey 's  blood  ? 
Be  gone  ! 

Run  to  your  houses,  fall  upon  your  knees, 
Pray  to  the  gods  to  intermit  the  plague 

as  That  needs  must  light  on  this  ingratitude. 

Julius  Casar.     Act  I.     Sctnt  I  —  WILLIAM  SHAKESPEARE. 


How  is  line  19  stronger  than  line  18  ?  Line  20 
stronger  than  line  19  ? 

The  play  opens  with  Flavius  and  Marullus,  tribunes  and 
enemies  of  Cesar,  demanding  of  certain  citizens  of  Rome 
why  they  are  making  holiday. 

His  triumph.  —  In  Spain,  over  the  sons  of  Pompey. 

To  see  great  Pompey  pass.  —  When  Pompey  returned  from 
the  Mithridatic  war,  he  was  laden  with  the  spoils  of  the 
East.  "  His  triumph  of  two  days  was  the  most  splendid 
Rome  had  ever  seen ;  for  he  had  conquered  fifteen  nations, 
and  more  than  three  hundred  princes  walked  before  his 
triumphal  car." 


GRADATION  OF  IDEAS  AND  EMOTIONS  357 

19.    Day  ! 

Faster  and  more  fast, 
O'er  night's  brim,  day  boils  at  last : 
Boils,  pure  gold,  o'er  the  cloud-cup's  brim 
Where  spurting  and  suppressed  it  lay, 
For  not  a  froth-flake  touched  the  rim 
Of  yonder  gap  in  the  solid  gray 
Of  the  eastern  cloud,  an  hour  away ; 
But  forth  one  wavelet,  then  another,  curled, 
Till  the  whole  sunrise,  not  to  be  suppressed, 
Rose,  reddened,  and  its  seething  breast 
Flickered  in  bounds,  grew  gold,  then  overflowed 
the  world.  pippa  Passes  _  RoBERT  BROWNING. 


20.    BOUNDING  THE  UNITED  STATES 

Among  the  legends  of  our  late  Civil  War,  there  is  a 
story  of  a  dinner  party,  given  by  the  Americans  residing 
in  Paris,  at  which  were  propounded  sundry  toasts, 
concerning  not  so  much  the  past  and  present  as  the 
expected  glories  of  the  great  American  nation.  In  the 
general  character  of  these  toasts,  geographical  con- 
siderations were  very  prominent,  and  the  principal  fact 
which  seemed  to  occupy  the  minds  of  the  speakers  was 
the  unprecedented  bigness  of  our  country. 

"  Here's  to  the  United  States  ! "  said  the  first 
speaker,  -  "  bounded  on  the  north  by  British  America, 
on  the  south  by  the  Gulf  of  Mexico,  on  the  east  by  the 
Atlantic,  and  on  the  west  by  the  Pacific  Ocean  !  " 

"  But,"  said  the  second  speaker,  "  this  is  by  far  too 

19.    Have  you  seen  a  sunrise  like  this  ? 
Study  word  values  as  well  as  gradation. 
Day  !    Try  to  feel  the  emotion  of  the  girl  who  has 
waited  for  the  morning  of  her  one  holiday  in  the  year. 
Be  careful  of  the  phrasing. 


358  TEACHING  TO  READ 

limited  a  view  of  the  subject,  and,  in  assigning  our 
boundaries,  we  must  look  to  the  great  and  glorious 
future,  which  is  prescribed  for  us  by  the  manifest 
destiny  of  the  Anglo-Saxon  race.  *  Here's  to  the  United 
States  !  —  bounded  on  the  north  by  the  North  Pole, 
on  the  south  by  the  South  Pole,  on  the  east  by  the 
rising,  and  on  the  west  by  the  setting  sun  !  ' 

Emphatic  applause  greeted  the  aspiring  prophecy. 
But  here  arose  the  third  speaker,  a  very  serious  gentle- 
man from  the  far  West. 

"  If  we  are  going,"  said  this  truly  patriotic  American, 
"  to  lessen  the  historic  past  and  present,  and  take  our 
manifest  destiny  into  account,  why  restrict  ourselves 
within  the  narrow  limits  assigned  by  our  fellow- 
countryman  who  has  just  sat  down  ?  I  give  you  the 
Unites  States  !  —  bounded  on  the  north  by  the  Aurora 
Borealis,  on  the  south  by  the  precession  of  the  equinoxes, 
on  the  east  by  the  primeval  chaos,  and  on  the  west 
by  the  Day  of  Judgment !  "  JOHN  Fl8M 


20.    Wherein  lies  the  gradation  of  thought  ? 

What  is  the  relation  between  the  character  of  the  last 
toast  and  "  serious  "  ? 

What  is  the  meaning  of  destiny?  Manifest  destiny? 
How  is  the  Day  of  Judgment  the  "  manifest  destiny  "  ? 

To  what  manifest  destiny  of  the  Anglo-Saxon  race  does 
the  second  speaker  refer  ? 

Notice  that  the  last  speaker  lifts  us  from  "  earthly  " 
boundaries.  —  Above  and  beyond  the  North  Pole  is 
the  Aurora  Borealis.  Does  the  precession  of  the  equi- 
noxes compare  with  the  South  Pole?  For  the  opposite 
of  the  Day  of  Judgment  (west),  he  gives  us  the  earliest 
period,  —  primeval  chaos,  —  on  the  east. 

Keep  the  speakers  and  the  story-teller  separate. 


GRADATION  OF  IDEAS  AND  EMOTIONS  359 

21.  YOU  CANNOT  CONQUER  AMERICA 

From  a  Speech  in  the  House  of  Lords,  November  8,  /777>  on  a  Motion 
for  an  Address  to  the  Throne. 

My  lords,  this  ruinous  and  ignominious  situation, 
where  we  cannot  act  with  success,  nor  suffer  with  honor, 
calls  upon  us  to  remonstrate  in  the  strongest  and  loudest 
language  of  truth,  to  rescue  the  ear  of  majesty  from  the 
delusions  which  surround  it.  The  desperate  state  of 
our  arms  abroad  is  in  part  known.  No  man  thinks 
more  highly  of  them  than  I  do.  I  love  and  honor  the 
English  troops.  I  know  their  virtues  and  their  valor. 
I  know  they  can  achieve  anything  except  impossibilities ; 
and  I  know  that  the  conquest  of  English  America  is  an 
impossibility.  You  cannot,  I  venture  to  say  it,  - 
you  cannot  conquer  America.  Your  armies  in  the  last 
war  effected  everything  that  could  be  effected ;  and 
what  was  it  ?  It  cost  a  numerous  army,  under  the 
command  of  a  most  able  general,  now  a  noble  lord  in 
this  House,  a  long  and  laborious  campaign,  to  expel 
five  thousand  Frenchmen  from  French  America. 

My  lords,  you  cannot  conquer  America.  What  is 
your  present  situation  there  ?  We  do  not  know  the 
worst ;  but  we  know  that  in  three  campaigns  we  have 
done  nothing  and  suffered  much.  Besides  the  suffer- 
ings, perhaps  total  loss,  of  the  northern  force,  the  best 
appointed  army  that  ever  took  the  field,  commanded 
by  Sir  William  Howe,  has  retired  from  the  American 
lines.  He  was  obliged  to  relinquish  his  attempt,  and, 
with  great  delay  and  danger,  to  adopt  a  new  plan  of 
operations.  We  shall  soon  know,  and  in  any  event  have 
reason  to  lament,  what  may  have  happened  since. 

As  to  conquest,  therefore,  my  lords,  I  repeat,  it  is 
impossible.  You  may  swell  every  expense  and  every 
effort  still  more  extravagantly;  pile  and  accumulate 
every  assistance  you  can  buy  or  borrow;  traffic  and 
barter  with  every  little  pitiful  German  prince  that  sells 


360  TEACHING  TO  READ 

and  sends  his  subjects  to  the  shambles  of  a  foreign 
prince ;  your  efforts  are  forever  vain  and  impotent,  - 
doubly  so  from  this  mercenary  aid  on  which  you  rely; 
for  it  irritates,  to  incurable  resentment,  the  minds  of 
your  enemies,  to  overrun  them  with  the  mercenary 
sons  of  rapine  and  plunder,  devoting  them  and  their 
possessions  to  the  rapacity  of  hireling  cruelty  !  If 
I  were  an  American,  as  I  am  an  Englishman,  while 
a  foreign  troop  was  landed  in  my  country,  I  never 
would  lay  down  my  arms  -  -  never  -  -  never  - 

never  !  WILLIAM  PITT,  EAEL  OF  CHATHAM. 

21.  An  extract  from  Lord  Chatham's  most  famous 
speech. 

fi.  To  expel  five  thousand  Frenchmen. —  Pitt  was  himself 
chief  councillor  in  the  English  government  during  most  of 
the  French  and  Indian  War.  See  No.  21,  page  234. 

Venture,  to  advance  or  put  forward,  as  an  opinion  or 
statement. 

^2.  Northern  force.  —  Burgoyne,  utterly  defeated,  had 
surrendered  at  Saratoga,  October  17,  1777.  Howe  started 
to  march  on  Philadelphia ;  but  Washington  so  continuously 
delayed  him  that  he  finally  went  back  to  New  York,  and 
started  to  Philadelphia  by  sea.  The  Delaware  River  was  so 
well  fortified  that  he  could  not  go  up  it,  and  he  was  obliged 
to  sail  around  by  Chesapeake  Bay  and  then  march  across. 

1f3-  German  prince.  — The  Prince  of  Hesse,  who  sold  the 
services  of  29,000  Hessians  to  the  English  king. 

Incurable  resentment.  —  "  He  is  at  this  time  transporting 
large  armies  of  foreign  mercenaries  to  complete  the  works 
of  death,  desolation,  and  tyranny,  already  begun  with  cir- 
cumstances of  cruelty  and  perfidy,  scarcely  paralleled  in 
the  most  barbarous  ages,  and  totally  unworthy  of  the  head 
of  a  civilized  nation."  The  Dfclaration  of  lndfpfndfnff. 


GRADATION  OF  IDEAS  AND  EMOTIONS  361 

22.   THE   IMPEACHMENT  OF  WARREN  HASTINGS 

Peroration  of  the  Speech  before  the  High  Court  of  Parliament,  in 
February,  1788. 

My  Lords,  you  have  now  heard  the  principles  on 
which  Mr.  Hastings  governs  the  part  of  Asia  subjected 
to  the  British  empire.  Here  he  has  declared  his  opinion, 
that  he  is  a  despotic  prince ;  that  he  is  to  use  arbitrary 
power;  and,  of  course,  all  his  acts  are  covered  with 
that  shield.  "  I  know,"  says  he,  "  the  Constitution  of 
Asia  only  from  its  practice."  Will  your  Lordships 
submit  to  hear  the  corrupt  practices  of  mankind  made 
the  principles  of  Government  ? 

He  have  arbitrary  power  !  My  Lords,  the  East 
India  Company  have  not  arbitrary  power  to  give  him ; 
the  King  has  no  arbitrary  power  to  give  him ;  your 
Lordships  have  not ;  nor  the  Commons  ;  nor  the  whole 
Legislature.  We  have  no  arbitrary  power  to  give, 
because  arbitrary  power  is  a  thing  which  neither  any 
man  can  hold  nor  any  man  can  give.  No  man  can 
lawfully  govern  himself  according  to  his  own  will, 
much  less  can  one  person  be  governed  by  the  will  of 
another.  We  are  all  born  in  subjection,  all  born 
equally,  high  and  low,  governors  and  governed,  in 
subjection  to  one  great,  immutable,  preexistent  law, 
prior  to  all  our  devices,  and  prior  to  all  our  contrivances, 
paramount  to  all  our  ideas  and  all  our  sensations,  ante- 
cedent to  our  very  existence,  by  which  we  are  knit  and 
connected  in  the  eternal  frame  of  the  universe,  out  of 
which  we  cannot  stir. 

This  great  law  does  not  arise  from  our  conventions 
or  compacts ;  on  the  contrary,  it  gives  to  our  -conven- 
tions and  compacts  all  the  force  and  sanction  they  can 
have ;  —  it  does  not  arise  from  our  vain  institutions. 
Every  good  gift  is  of  God ;  all  power  is  of  God ;  - 
and  He,  who  has  given  the  power,  and  from  whom 
alone  it  originates,  will  never  suffer  the  exercise  of  it  to 

TURNER,  TEACH.  TO  READ — 24 


362  TEACHING  TO  READ 

be  practiced  upon  any  less  solid  foundation  than  the 
power  itself.  If,  then,  all  dominion  of  man  over  man 
is  the  effect  of  the  divine  disposition,  it  is  bound  by 
the  eternal  laws  of  Him  that  gave  it,  with  which  no 
human  authority  can  dispense;  neither  he  that  exer- 
cises it,  nor  even  those  who  are  subject  to  it :  and  if 
they  were  mad  enough  to  make  an  express  compact 
that  should  release  their  magistrate  from  his  duty, 
and  should  declare  their  lives,  liberties,  and  properties 
dependent  upon,  not  rules  and  laws,  but  his  mere 
capricious  will,  that  covenant  would  be  void. 

This  arbitrary  power  is  not  to  be  had  by  conquest. 
Nor  can  any  sovereign  have  it  by  succession ;  for  no 
man  can  succeed  to  fraud,  rapine,  and  violence.  Those 
who  give  and  those  who  receive  arbitrary  power  are 
alike  criminal;  and  there  is  no  man  but  is  bound  to 
resist  it  to  the  best  of  his  power,  wherever  it  shall  show 
its  face  to  the  world. 

Law  and  arbitrary  power  are  in  eternal  enmity. 
Name  me  a  magistrate,  and  I  will  name  property; 
name  me  power,  and  I  will  name  protection.  It  is 
a  contradiction  in  terms;  it  is  blasphemy  in  religion, 
it  is  wickedness  in  politics,  to  say  that  any  man  can 
have  arbitrary  power.  In  every  patent  of  office  the 
duty  is  included.  For  what  else  does  a  magistrate 
exist  ?  To  suppose  for  power,  is  an  absurdity  in  idea. 
Judges  are  guided  and  governed  by  the  eternal  laws 
of  justice,  to  which  we  are  all  subject.  We  may  bite 
our  chains,  if  we  will ;  but  we  shall  be  made  to  know 
ourselves,  and  be  taught  that  man  is  born  to  be  gov- 
erned by  law;  and  he  that  will  substitute  will  in  the 
place  of  it,  is  an  enemy  to  God. 

My  Lords,  I  do  not  mean  to  go  further  than  just  to 
remind  your  Lordships  of  this,  —  that  Mr.  Hastings's 
government  was  one  whole  system  of  oppression,  of 
robbery  of  individuals,  of  spoliation  of  the  public,  and 
of  supersession  of  the  whole  system  of  the  English 
government,  in  order  to  vest  in  the  worst  of  the  natives 


GRADATION  OF  IDEAS  AND  EMOTIONS  363 

all  the  power  that  could  possibly  exist  in  any  govern- 
ment; in  order  to  defeat  the  ends  which  all  govern- 
ments ought,  in  common,  to  have  in  view.  In  the  name 
of  the  Commons  of  England,  I  charge  all  this  villainy 
upon  Warren  Hastings,  in  this  last  moment  of  my  appli- 
cation to  you. 

^Therefore,  it  is  with  confidence  that,  ordered  by  the 
Commons  of  Great  Britain,  I  impeach  Warren  Hastings 
of  high  crimes  and  misdemeanors. 

I  impeach  him  in  the  name  of  the  Commons  of  Great 
Britain  in  Parliament  assembled,  whose  parliamentary 
trust  he  has  abused. 

I  impeach  him  in  the  name  of  the  Commons  of  Great 
Britain,  whose  national  character  he  has  dishonored. 

I  impeach  him  in  the  name  of  the  people  of  India, 
whose  laws,  rights,  and  liberties  he  has  subverted. 

I  impeach  him  in  the  name  of  the  people  of  India, 
whose  property  he  has  destroyed,  whose  country  he  has 
laid  waste  and  desolate. 

I  impeach  him  in  the  name  of  human  nature  itself, 
which  he  has  cruelly  outraged,  injured,  and  oppressed, 
in  both  sexes.  And  I  impeach  him  in  the  name  and 
by  the  virtue  of  those  eternal  laws  of  justice,  which 
ought  equally  to  pervade  every  age,  condition,  rank, 
and  situation,  in  the  world. 

EDMUND  BURKE.     (Adapted  by  ROBERT  McLEAN  CUMNOCK.) 


22.  In  1788  the  House  of  Commons  voted  that  Warren 
Hastings,  late  Governor-General  of  India,  should  be  im- 
peached before  the  House  of  Lords  for  high  crimes  and 
misdemeanors.  Hastings'  management  of  India  had  been 
very  advantageous  for  England,  but  the  measures  that  he 
had  adopted  to  obtain  certain  large  sums  of  money  expected 
of  him  were  most  oppressive  and  unjust  to  the  natives  and 
their  rulers.  Edmund  Burke,  a  noted  Irish  statesman  and 
orator,  was  placed  at  the  head  of  the  commission  charged 


364  TEACHING  TO  READ 

with  conducting  the  impeachment.  The  trial,  which  is  one 
of  the  most  memorable  in  history  both  for  its  length  and  the 
brilliancy  of  its  oratory,  was  protracted  for  more  than 
six  years  and  resulted  in  the  acquittal  of  Hastings. 

Study  carefully  the  concluding  "charge."  Try  to 
express  the  steady  growth  in  intensity  through  the  last 
six  paragraphs.  Meaning  of  impeach? 

Practice,  first,  expressing  the  gradation  in  two  para- 
graphs. Then,  in  three.  Then,  in  four.  Then,  in  five. 
Then,  in  six. 

SUGGESTIVE  QUESTIONS  FOR  WRITTEN  REVIEW 

1.  What  is  meant  by  gradation  of  thought  and  emo- 
tion ? 

2.  How  do  the  exercises  in  Chapter  XIII  differ  from 
those  in  Chapter  V  ? 

3.  Wherein  lies  the  difficulty  in  reading  long  series 
of  graded  thoughts  or  emotions  ? 

4.  Explain  the  references  upon  which  rests  the  gra- 
dation in  No.  9. 

5.  Wherein  lies  the  gradation  in  thought  in  No.  12  ? 

6.  How  does  the  gradation  in  No.  15  differ  from  that 
in  No.  10  ? 

7.  Quote  from  No.  18  three  examples  of  gradation. 

8.  Wherein  lies  the  gradation  of  thought  in  No.  20  ? 

9.  (No.  21.)  Paraphrase  the  following  expressions: 

(a)  Ruinous  and  ignominious  situation. 

(b)  Rescue  the  ear  of  majesty  from  the  delusions 
which  surround  it. 

(c)  Sells  and  sends  his  subjects  to  the  shambles  of  a 
foreign  prince. 

10.  (No.  22,  1f2.)     Why  can  "  neither  any  man  hold 
nor  any  man  give  arbitrary  power  ?  ' 

(1[5-)  Why  are  "  law  and  arbitrary  power  in  eternal 
enmity  ?  " 


CHAPTER  XIV 
STUDIES  IN  REPEATED  WORDS  AND  REFRAINS 

Why  did  the  speaker  or  writer  repeat  the  word,  the 
phrase,  the  clause,  the  sentence  ?  What  effect  is  pro- 
duced by  the  repetition  ?  These  are  the  leading  ques- 
tions in  the  study  of  this  chapter. 

Sometimes  words  are  repeated  to  strengthen  the 
idea  that  they  express ;  sometimes  to  strengthen  other 
words ;  sometimes  to  retard  the  movement,  thus  giv- 
ing more  time  to  think ;  sometimes,  in  long  and  in- 
volved periods,  to  keep  the  meaning  clear ;  sometimes 
for  oratorical  effect ;  and  sometimes  for  no  better  rea- 
son than  to  fill  out  the  required  number  of  feet  in  a 
line  of  poetry.  Whatever  may  be  the  motive  or  the 
effect,  it  is  certain  that  expression  is  bound  to  be 
stronger  in  proportion  as  the  motive  is  understood  and 
the  effect  appreciated. 

The  striking  effect  of  repetition  in  some  of  the  world's 
great  orations  finds  illustration  in  Daniel  Webster's 
Independence  now  and  independence  forever,  Patrick 
Henry's  Give  me  liberty  or  give  me  death,  and  the  conclu- 
sion of  Edmund  Burke's  arraignment  of  Warren  Hastings 
with  its  "7  impeach  him  ...  7  impeach  him.  .  .  ." 

The  importance  of  the  refrain  is  seen  in  our  lyrics,  and 
such  well-loved  poems  as  "Excelsior"  and  "Lenore,"  or 
such  masterpieces  as  "The  Raven"  and  "Recessional." 

365 


366  TEACHING  TO  READ 

SELECTIONS  AND  SUGGESTIVE  STUDIES 

1.  William  was  left  alone,  absolutely  alone. 

2.  Webster  was  a  great  lawyer,  a  great  statesman, 
a  great  debater,  and  a  great  writer. 

3.  I  was  born  an  American;    I  live  an  American; 
I  shall  die  an  American. 

Spffck,  July  77,  1850  —  DANIEL  WEBSTER. 

4..  The  inspiring  and  unconquerable  sentiment  of 
this  campaign  is,  "  Country  first,  country  last,  and 
country  with  stainless  honor  all  the  time/' 

Speech,  October  to,  1896  —  WILLIAM  McKiNLEY. 

5.  Man-like  is  it  to  fall  into  sin, 
Fiend-like  is  it  to  dwell  therein, 
Christ-like  is  it  for  sin  to  grieve, 
God-like  is  it  all  sin  to  leave. 

Sin  —  HENRY  WADSWORTH  LONGFELLOW.     (Translation.) 

6.  No  book  is  worth  anything  which  is  not  worth 
much ;   nor  is  it  serviceable  until  it  has  been  read,  and 
reread,  and  loved,  and    loved  again,  and   marked,  so 


1-4.  In  which  cases  is  the  repetition  for  emphasis  of 
the  ideas  expressed  in  the  repeated  words  ?  Which  for 
emphasis  of  the  succeeding  new  ideas  ?  Which  for  both  ? 

Omit  the  repeated  words  in  No.  2  and  notice  how 
their  presence  retards  the  movement  and  necessitates 
increased  deliberation  of  thought. 

5.  Even  a  part  of  a  compound  word  may  be  repeated 
with  striking  effect. 


STUDIES  IN  REPEATED  WORDS  367 

that  you  can  refer  to  the  passages  you  want  in  it,  as 
a  soldier  can  seize  the  weapons  he  needs  in  an  armory. 

JOHN  RUSKIN. 

7.  At  length  the  day  dawned  —  that  dreadful  day. 

8.  Some  men  are    full    of   affection  —  affection    for 
themselves. 

9.  Orlando  approached  the  man  and  found  that  it 
was  his  brother,  his  elder  brother. 

10.  You  speak  like  a  boy,  —  like  a  boy  who  thinks 
the  old,  gnarled  oak  can  be  twisted  as  easily   as  the 
young  sapling. 

11.  'What  would'st  thou  have?     I   am  ready  to 
obey  thee  —  I  and  other  slaves  of  the  ring." 

Aladdin;  or  the  Wonderful  Lamp.    Arabian  Nights'  Entertainment. 

12.  How  wonderful  is  Death  — 
Death,  and  his  brother  Sleep ! 

Queen  Mab  —  PERCY  BYSSHE  SHELLEY. 


6.  Get  the  full  meaning  of  worth  anything;    worth 
much;    serviceable;    read;    reread;    loved;    loved  again; 
marked. 

7.  Repetition  with  an  emotional  motive. 

8.  Repetition  for  sarcastic  effect. 

Express  the  same  thought  without  the  repeated  word. 

9.  10.    Repetition  to  particularize. 

n,  12.    Repetition  to  introduce  an  additional  closely 
related  thought. 


368  TEACHING  TO  READ 

13.  "  Thank  you,  sir,  thank  you,"  said  the  old  man, 
after  a  moment's  pause. 

14.  They  tell  us  to  be  moderate,  —  but  they  —  they 
are  to  revel  in  profusion. 

15.  My  Lords,  I  am  amazed;   yes,  my  Lords,  I  am 
amazed  at  his  Grace's  speech. 

Reply  to  the  Duke  of  Graf  ton  —  LORD  THURLOW. 

16.  The  air  grew  colder  and  colder;  the  mist  became 
thicker  and  thicker;   the  shrieks  of  the  sea  fowl  louder 
and  louder. 

17.  Steadily,   steadily,  steadily  —  for  days,  weeks, 
months,  years  —  the  rains  and  snows  fall ;  and  as  the 
clouds  are  drained,  they  become  thinner  and  thinner 
and  the  light  increases.       Ragnarok  _  IGNATIUS  DONNELLY. 

1 8.  By  foreign  hands  thy  dying  eyes  were  closed, 
By  foreign  hands  thy  decent  limbs  composed, 
By  foreign  hands  thy  humble  grave  adorned, 
By  strangers  honored  and  by  strangers  mourned ! 

Elegy  to  the  Memory  of  an  Unfortunate  Lady  —  ALEXANDER  POPE. 


13-15.    Emotional  repetition. 

Cordial  appreciation  ;  indignation  ;  amazement. 

16.  Repetition  to  intensify  effect. 

Imagine  the  conditions  suggested  by  the  repeated 
words  and  try  to  feel  what  they  mean. 

17.  Repetition  suggestive  of  the  idea.     Note  grada- 
tion in  time  words. 

1 8.  Repetition   heightens   compassion   for   the   fate 


STUDIES  IN  REPEATED  WORDS  369 

19.  Break,  break,  break, 

On  thy  cold  gray  stones,  O  Sea ! 
And  I  would  that  my  tongue  could  utter 
The  thoughts  that  arise  in  me. 

Break,  Break,  Break  —  ALFRED  TENNYSON. 

20.  We  say,  and  we  say,  and  we  say, 

We  promise,  engage,  and  declare, 
Till  a  year  from  to-morrow  is  yesterday, 
And  yesterday  is  —  where  ? 

Armazindy —  JAMES  WHITCOMB  RILEY. 
Used  by  permission  of  Bobbs,  Merrill  and  Company,  publishers. 

21.  With  fingers  weary  and  worn, 

With  eyelids  heavy  and  red,  ' 
A  woman  sat  in  unwomanly  rags, 


of  the  unfortunate  lady.      Her  identity  is   unknown. 

19,  20.    Monotonous    repetition    suggestive    of  that 
which  is  described. 

19.  Note  the  effect  of  the  long  vowels  in  lines  i,  2. 

20.  The  idea  that  declare   suggests   will   give   it    a 
positive  downward  inflection  the  opposite  of  the  query 
in  where.     The  "  jingler  "  will  not  notice  that,  nor  will 
the  singsong  reader  notice  that  the  phrasing  of  line  I 
is  different  from  that  of  line  3. 

We  say,         and  we  say,         and  we  say, 
Till  a  year  from  to-morrow          is  yesterday. 

21.  Try  to   appreciate  the  ideas  expressed  in  the 
descriptive  words  in  stanza  I.     Mr.  Hood  could  sym- 
pathize most  deeply  with  such  conditions,  for  his  whole 
life  was  a  struggle  with  poverty  and  sickness. 


370  TEACHING  TO  READ 

Plying  her  needle  and  thread,  — 
s  Stitch  !  stitch  !  stitch  ! 

In  poverty,  hunger,  and  dirt, 

And  still  with  a  voice  of  dolorous  pitch 
She  sang  the  "  Song  of  the  Shirt !  " 


'  Work  —  work  —  work 
10  Till  the  brain  begins  to  swim ! 

Work  —  work  —  work 
Till  the  eyes  are  heavy  and  dim ! 
Seam,  and  gusset,  and  band, 
Band,  and  gusset,  and  seam, 
is  Till  over  the  buttons  I  fall  asleep, 
And  sew  them  on  in  a  dream!  " 

Tht  Song  of  tkf  Shirt  —  THOMAS  HOOD. 


Let  the  readers  test  inflections.  Is  the  monotony 
and  wearisomeness  suggested  in  lines  5,  9,  and  n  ex- 
pressed best  with  the  rising  inflection  on  each  word, 
or  the  falling,  or  the  sustained  inflection  ?  If  great 
actors  and  readers  spend  hours  in  testing  interpreta- 
tions of  single  passages,  we  may  profitably  spend  a  few 
minutes  now  and  then." 

Do  not  confuse  the  ideas  expressed  by  heavy  and  dim. 

Let  no  brightness  creep  into  lines  13  to  16.     Be  tired. 

22.  Here  the  repeated  words  broaden  the  thought 
and  increase  the  enthusiasm.  Try  to  appreciate  the 
gradation  of  thought,  and  think  yourself  into  spirited 
expression. 

STANZA  I.  Which  reading  suggests  the  larger  sea, - 
the  OPEN  sea;  the  open  SEA;  or  the  OPEN  SEA?     With 
which  can  you  express  the  most  enthusiasm  ? 


STUDIES  IN  REPEATED  WORDS  371 

22.    The  sea  !  the  sea  !  the  open  sea  ! 

The  blue,  the  fresh,  the  ever  free ! 
Without  a  mark,  without  a  bound, 

It  runneth  the  earth's  wide  regions  round; 
s   It  plays  with  the  clouds ;  it  mocks  the  skies ; 
Or  like  a  cradled  creature  lies. 


I  love,  oh,  how  I  love  to  ride 

On  the  fierce,  foaming,  bursting  tide, 

When  every  mad  wave  drowns  the  moon 
And  whistles  aloft  his  tempest  tune, 

And  tells  how  goeth  the  world  below, 
And  why  the  sou'west  blasts  do  blow. 

The-  Sea  —  BRYAN  WALLER  PROCTER.      (BARRY  CORNWALL.) 


Shall  we  read  ever  FREE  ;   EVER  free;  or  EVER  FREE  ? 

It   runneth  the  earth's  wide  regions  round  —  how  ? 

Why  without  a  mark?  Why  without  a  bound?  Are 
these  expressions  literally  true  ?  Does  such  poetic 
exaggeration  offend  us  ?  Why  ? 

What  contrasted  thoughts  do  we  have  in  lines  5  and 
6  ?  How  does  it  play  with  the  clouds  ?  How  does  it 
mock  the  skies?  How  is  it  like  a  cradled  creature?  —  Do 
you  like  the  alliteration  ? 

STANZA  2.  How  many  sentences  in  the  stanza  ? 
Sometimes  line  7  is  printed,  I  love  (oh,  how  I  love)  to 
ride.  —  Do  you  like  that  better  ? 

Notice  how  the  modifying  ideas  increase  the  force  of 
the  thought  in  lines  8,  9,  and  10. 

Note  the  gradation  of  ideas  in  line  2. 

Transpose  foaming  and  bursting.  It  will  not  destroy 
the  meter,  but  how  will  it  affect  the  thought  ? 


372  TEACHING  TO  READ 

23.     Down  dropt  the  breeze,  the  sails  dropt  down. 

'T  was  sad  as  sad  could  be ; 
And  we  did  speak  only  to  break 
The  silence  of  the  sea  ! 

All  in  a  hot  and  copper  sky, 

The  bloody  sun,  at  noon, 
Right  up  above  the  mast  did  stand, 

No  bigger  than  the  moon. 


Do  you  like  the  effect  of  the  fs  in  line  8,  as  you  read 
them  ? 

Every  mad  wave  does  how  many  things  ?  How  does 
it  drown  the  moon?  What  would  a  tempest  tune  be  like  ? 

Every  mad  wave  tells  how  many  things  ?  Where  ? 
Ans.  Aloft. 

Which  word  in  line  II  contrasts  with  aloft? 
Ans.  Below. 

I  love  to  ride  —  where  ?  When  ?  Ans.  All  of  last 
four  lines. 

Every  one  of  the  following  words  contributes  a  note- 
worthy share  to  the  thought  of  stanza  2 :  love,  ride, 
fierce,  foaming,  bursting,  tide,  when,  every,  mad,  wave, 
drowns,  moon,  whistles,  aloft,  tempest,  tune,  tells,  how, 
goeth,  world,  below,  why,  sou  west,  blasts,  do  blow. 

Try  to  make  every  word  do  its  duty,  and  yet  swing 
the  thought  along  rhythmically  and  enthusiastically. 

23.  In  "  The  Song  of  the  Shirt  "  we  had  monotony 
and  weariness  increased  by  repetition ;  in  "  The  Sea  " 
it  was  enthusiasm ;  here  it  is  depression. 

Make  another  test  of  inflection.  Read  the  first  two 
lines  with  rising  inflections,  and  then  with  falling  ones, 


STUDIES  IN  REPEATED  WORDS  373 

Day  after  day,  day  after  day, 

We  stuck,  no  breath  nor  motion ; 
As  idle  as  a  painted  ship 

Upon  a  painted  ocean. 

Water,  water,  everywhere, 

And  all  the  boards  did  shrink ; 
Water,  water,  everywhere, 

Nor  any  drop  to  drink. 

The  Ancient  Mariner  —  SAMUEL  TAYLOR  COLERIDGE. 


and  note  how  the  falling  inflections  make  you  feel  sadder 
and  more  depressed. 

Use  the  following  as  an  exercise,  speaking  the  words 
with  the  inflections  indicated  : 

down  j  down  *S  down 

dropt  J  dropt  ^  dropt 

the  breeze  J  the  breeze^  the  breeze 
dropt  J  down  J  dropt  *s  down  >   dropt  r^>  down 

sad  J  sad  >  sad  r^> 

't  was  sad  j  \  was  sad  ^  could be  -/ 

't  was  sad  J  as  sad  ^s  could  —  be  > 

Why  did  they  speak  to  break  the  silence  of  the  sea? 

Can  you  imagine  such  conditions  as  those  described 
in  stanza  2  ? 

Do  not  miss  the  effect  of  stuck  (stanza  3). 

Shall  we  read  PAINTED  ship,  painted  SHIP,  or  PAINTED 
SHIP  ? 

Shall   we   read    PAINTED   ocean,   painted  OCEAN,   or 

PAINTED  OCEAN? 

Explain  lines  2  and  4,  stanza  4. 


374  TEACHING  TO  READ 

24..  1  Imagine  the  effect  of  a  straight  and  regular 
double  avenue  of  oaks,  nearly  a  mile  long,  arching  over- 
head, and  closing  into  perspective  like  the  roof  and 
columns  of  a  cathedral,  every  tree  and  branch  encrusted 
with  the  bright  and  delicate  tissues  of  frost,  white 
and  pure  as  snow,  delicate  as  carved  ivory. 

1  The  poor  birds,  how  tame  they  are  --  how  sadly 
tame  !  *  There  is  the  beautiful  and  rare  crested  wren, 
perched  in  the  middle  of  the  hedge,  nestling  as  it  were 
amongst  the  cold,  bare  boughs,  seeking  —  poor, 
pretty  thing  —  for  the  warmth  it  will  not  find.  s  And 
there  farther  on,  just  under  the  bank,  by  the  slender 
rivulet,  which  trickles  between  its  transparent  margins 
of  thin  ice,  as  if  it  were  a  thing  of  life  —  there,  with 
a  swift,  scudding  motion,  flits,  in  short  low  flights, 
the  gorgeous  kingfisher,  his  plumage  of  scarlet  and  blue 
flashing  in  the  sun,  like  the  glories  of  some  tropical 
bird.  4  He  is  come  for  water  to  this  little  spring  by 
the  hillside  —  water  which  even  his  long  bill  and  slender 
head  can  hardly  reach,  so  nearly  do  the  icy  margins 
meet  over  the  tiny  stream  beneath. 

Our  Pillage  —  MARY  RUSSELL  MITFOR.D. 


24.  If 2.  SENTENCE  I.  Repetition  to  add  a  modi- 
fying idea  that  probably  occurred  to  the  author  as 
she  was  expressing  the  first  thought. 

SENTENCE  3.  There.  —  Repeated  to  promote  clearness 
of  thought  and  ease  in  following  it. 

SENTENCE  4.  Water.  —  Could  the  repetition  be 
avoided  ? 

This  exercise  furnishes  examples  of  repetition  of 
thought  for  three  different  reasons :  to  add  an  idea, 
to  promote  clearness,  and  because  it  would  be  diffi- 
cult to  make  the  sense  plain  without  it. 


STUDIES  IN  REPEATED  WORDS  375 

Ideas  that  are  likely  to  be  overlooked  in  Ifi  :  effect 
(When  to  such  beauty  are  added  unusual  conditions 
of  beauty) ;  a  mile  long  (Among  so  many  ideas,  the 
reader  may  not  take  time  to  notice  the  generous  length) ; 
arching  (Does  it  not  imply  overhead?) ;  closing  into  per- 
spective (Why  ?  Meaning  ?) ;  roof,  columns  (Which  the 
roof?  Which  the  columns?  And  should  have  warned 
us  not  to  pair  them) ;  tree  and  branch  (Gradation). 

What  is  the  main  thought  in  Ifi  ?  Ans.  Imagine 
the  effect  of  an  avenue  of  oaks  .  .  .  encrusted  with  frost. 

What  kind  of  an  avenue?     Ans.  A  double  avenue. 

What  kind  of  a  double  avenue?  What  does  and,  line 
I,  connect  ? 

How  does  the  word  oaks  affect  the  picture  ? 

^[2.  Sympathize  with  the  poor  pretty  thing  (sentence 
2),  and  try  to  appreciate  the  sadness  of  the  sudden 
tameness  (i). 

The  rare  crested  wren.  —  The  true  European  wren  is  a  small 
singing  bird  of  dark  brown  color  barred  and  mottled  with 
black,  and  has  a  short  erect  tail.  The  golden-crested  wren 
is  more  or  less  like  it  in  size  and  habits. 

Catch  the  pictures  in  swift  —  scudding  —  flits  — 
short  low  flights — flashing.  (But  you  must  give  us 
something  that  will  flash  in  the  sun.) 

Why  is  the  modifier  of  most  importance  in  tropical 
bird  (sentence  3)  ?  With  which  portions  of  the  thought 
does  the  comparison  rest  ? 

What  has  slender  head  to  do  with  reaching  the  water 
(sentence  4)  ? 

Is  there  a  reason  for  the  tininess  of  the  stream 
(last  line)  ? 


376  TEACHING  TO  READ 

25.  GITCHE  MANITO  AND  THE  WARRIORS 
From   The  Song  of  Hiawatha. 

Gitche  Manito,  the  mighty, 
The  Creator  of  the  nations, 

Warning,  chiding,  spake  in  this  wise :  — 
"  O  my  children  !  my  poor  children  ! 
s  Listen  to  the  words  of  wisdom, 
Listen  to  the  words  of  warning, 
From  the  lips  of  the  Great  Spirit, 
From  the  Master  of  Life,  who  made  you ! 
"  I  have  given  you  lands  to  hunt  in, 

10  I  have  given  you  streams  to  fish  in, 
I  have  given  you  bear  and  bison, 
I  have  given  you  roe  and  reindeer, 
I  have  given  you  brant  and  beaver, 
Filled  the  marshes  full  of  wild-fowl, 

is  Filled  the  rivers  full  of  fishes ; 
Why  then  are  you  not  contented  ? 
Why  then  will  you  hunt  each  other  ? 

"  I  am  weary  of  your  quarrels, 
Weary  of  your  wars  and  bloodshed, 

ao  Weary  of  your  prayers  for  vengeance, 
Of  your  wranghngs  and  dissensions ; 
All  your  strength  is  in  your  union, 
All  your  danger  is  in  discord  ; 
Therefore  be  at  peace  henceforward, 

as  And  as  brothers  live  together. 

"  I  will  send  a  Prophet  to  you, 
A  Deliverer  of  the  nations, 
Who  shall  guide  you  and  shall  teach  you, 
Who  shall  toil  and  suffer  with  you. 

30  If  you  listen  to  his  counsels, 
You  will  multiply  and  prosper ; 
If  his  warnings  pass  unheeded, 
You  will  fade  away  and  perish ! " 

HENRY  WADSWORTH  LONGFELLOW. 


STUDIES  IN  REPEATED  WORDS  377 

25.  Studies  in  repetition  would  hardly  be  complete 
without  an  excerpt  from  "The  Song  of  Hiawatha/' 

The  quaint  trick  of  repetition  pervading  it  was  borrowed 
by  Mr.  Longfellow  from  the  great  national  epic  of  Finland, 
the  "  Kalevala/'  which  he  read  in  a  Swedish  translation. 
Compare  the  following  lines  of  "The  Kalevala,"  from  Mr. 
John  M.  Crawford's  translation : 

"  Ilmarinen,  metal-worker, 
Wept  one  day,  and  then  a  second, 
Wept  the  third  from  morn  till  evening, 
O'er  the  death  of  his  companion, 
Once  the  Maiden  of  the  Rainbow ; 
Did  not  swing  his  heavy  hammer, 
Did  not  touch  its  copper  handle, 
Made  no  sound  within  his  smithy, 
Made  no  blow  upon  his  anvil, 
Till  three  months  had  circled  over." 

The  close  similarity  in  both  the  form  and  substance  of 
Mr.  Longfellow's  Indian  poem  to  the  Finnish  epic  at  once 
brought  upon  him  the  charge  of  plagiarism.  His  publishers 
urged  him  repeatedly  to  reply  to  the  charge.  "  How  does  the 
book  sell  ? "  asked  Longfellow.  "  Amazingly,"  was  the 
reply;  "the  sale  is  already  equal  to  the  combined  sale  of 
your  other  books."  "  Then,"  said  Longfellow,  "  I  think 
we  ought  to  be  thankful  to  these  critics.  They  are  giving  us 
a  large  amount  of  gratuitous  advertising.  Better  let  them 
alone."  And  they  were  let  alone. 

Gitche  Manito,  the  Great  Spirit,  the  Master  of  Life. 
A  Prophet  (line  26),  Hiawatha.  —  See  note,  page  323. 

Did  the  Indians  obey  the  Great  Spirit  ?     [See  poem.] 
Note   the  value  of  the   new  words,    but   make   no 

TURNER,    TEACH.    TO    READ 2$ 


378  TEACHING  TO  READ 

26.  MY  HEART'S  IN  THE  HIGHLANDS 

My  heart's  in  the  Highlands,  my  heart  is  not  here; 
My  heart's  in  the  Highlands  a-chasing  the  deer; 
A-chasing  the  wild  deer,  and  following  the  roe  - 
My  heart's  in  the  Highlands  wherever  I  go. 

Farewell  to  the  Highlands,  farewell  to  the  North, 
The  birthplace  of  valor,  the  country  of  worth  : 
Wherever  I  wander,  wherever  I  rove, 
The  hills  of  the  Highlands  forever  I  love. 

Farewell  to  the  mountains  high  cover'd  with  snow; 
Farewell  to  the  straths  and  green  valleys  below : 
Farewell  to  the  forests  and  wild-hanging  woods ; 
Farewell  to  the  torrents  and  loud-pouring  floods. 

My  heart's  in  the  Highlands,  my  heart  is  not  here, 
My  heart's  in  the  Highlands  a-chasing  the  deer; 
Chasing  the  wild  deer,  and  following  the  roe  - 
My  heart's  in  the  Highlands  wherever  I  go. 

ROBERT  BURNS. 


effort  to  destroy  the  quaintly  musical  rhythm. 

Lines  11-13.    Is  there  any  method  in  the  grouping? 

Line  17.  Each  other,  instead  of  the  things  I  gave 
you  to  hunt. 

26.  Repetition  is  a  noticeable  feature  in  songs,  par- 
ticularly in  choruses  and  refrains. 

In  Burns'  notes,  he  says,  "  The  first  half-stanza  [stanza  i] 
of  this  song  is  old ;  the  rest  is  mine."  There  is  no  record 
concerning  the  old  strain. 

Watch  the  new  words  and  study  your  phrasing. 
STANZA  2.     What  relation  does  line  2  bear  to  line  I  ? 


STUDIES  IN  REPEATED  WORDS  379 

Line  3.  The  thought  repeated  in  a  synonymous 
expression. 

Line  4.    Whatdo//o^?     When? 

STANZA  3.  There  is  new  thought  in  both  the  modi- 
fied words  and  modifiers.  Below  where  (line  2)  ? 

Stanzas  I  and  4  are  practically  alike,  but  do  you  feel 
more  of  seriousness  (home-sick  seriousness)  in  the  last 
line  of  stanza  4,  after  thinking  of  the  home  scenes,  than 
you  did  when  you  read  the  same  at  the  end  of  stanza  I  ? 

Study  the  following  suggestions  regarding  words 
and  phrasing : 

Farewell  to  the  mountains  high  cover' d  with  snow ; 
Farewell  to  the  straths  and  green  valleys  below : 
Farewell  to  the  forests  and  wild-hanging  woods ; 
Farewell  to  the  torrents  and  loud-pouring  floods. 

My  heart's  in  the  Highlands,  my  heart  is  not  here, 
My  heart's  in  the  Highlands  a-chasing  the  deer; 
Chasing  the  wild  deer,  and  following  the  roe  — 
My  heart's  in  the  Highlands  wherever  I  go. 

Compare  the  "  flow  "  of  these  lines  with  the  rhythm 
of  Nos.  19-23.  Read  a  stanza  of  one  and  then  a 
stanza  of  another  and  listen  to  the  movement.  Could 
you  put  the  "  feeling  "•  of  No.  22  into  the  movement 
of  19  ?  Try  to  read  22  as  19  is  read,  etc. 

In  the  reading  class,  the  teacher  does  not  teach 
rhythm  or  meter  technically,  but  she  should  wake  the 
pupils  to  a  realization  of  the  differences  in  poetical 
forms,  and  emphasize  the  fact  that  certain  forms  suit 
certain  emotions,  and  that  the  use  of  the  particular 
form  was  not  due  to  chance  but  to  choice. 


380  TEACHING  TO  READ 

27.  THE  SONG  OF  THE   RAIN 

Lo !  the  long,  slender  spears,  how  they  quiver  and  flash 
Where  the  clouds  send  their  cavalry  down  ! 

Rank  and  file  by  the  million  the  rain-lancers  dash 
Over  mountain  and  river  and  town : 

Thick  the  battle-drops  fall  —  but  they  drip  not  in  blood  ; 

The  trophy  of  war  is  the  green  fresh  bud  : 
O,  the  rain,  the  plentiful  rain ! 

The  pastures  lie  baked,  and  the  furrow  is  bare, 

The  wells  they  yawn  empty  and  dry; 
But  a  rushing  of  waters  is  heard  in  the  air, 

And  a  rainbow  leaps  out  in  the  sky. 
Hark !  the  heavy  drops  pelting  the  sycamore  leaves, 
How  they  wash  the  wiae  pavement,  and  sweep  from 
the  eaves ! 

O,  the  rain,  the  plentiful  rain ! 

See,  the  weaver  throws  wide  his  own  swinging  pane, 

The  kind  drops  dance  in  on  the  floor; 
And  his  wife  brings  her  flower-pots  to  drink  the  sweet 
rain 


27.  Another  form  of  repetition  used  in  poetry  is 
found  in  the  refrain ;  that  is,  the  closing  of  successive 
stanzas  with  the  same  line  or  lines.  Teachers  are  only 
too  familiar  with  the  careless  or  jingly  reading  of  such 
words  or  sentences. 

The  manner  of  reading  a  refrain  must  as  a  rule  be 
determined  anew  in  each  paragraph  to  which  the  re- 
frain is  attached ;  because  the  underlying  sentiment 
varies,  the  emotional  motive  changes. 

Stanza  I  introduces  us  to  a  shower,  —  a  sun  shower, 
it  seems  to  be,  for  "  quiver  and  flash  "  suggests  the 


STUDIES  IN  REPEATED  WORDS  381 

On  the  step  by  her  half-open  door; 
At  the  tune  on  the  skylight,  far  over  his  head, 
Smiles  their  poor  crippled  lad  on  his  hospital  bed. 

O,  the  rain,  the  plentiful  rain ! 

And  away,  far  from  men,  where  high  mountains  tower, 

The  little  green  mosses  rejoice, 
And  the  bud-heated  heather  nods  to  the  shower, 

And  the  hill-torrents  lift  up  their  voice  : 
And  the  pools  in  the  hollows  mimic  the  fight 
Of  the  rain,  as  their  thousand  points  dart  up  in  the  light : 

O,  the  rain,  the*  plentiful  rain  ! 

And  deep  in  the  fir-wood  below,  near  the  plain, 

A  single  thrush  pipes  full  and  sweet, 
How  days  of  clear  shining  will  come  after  rain, 

Waving  meadows,  and  thick-growing  wheat ; 
So  the  voice  of  Hope  sings,  at  the  heart  of  our  fears, 
Of  the  harvest  that  springs  from  a  great  nation's  tears  : 

O,  the  rain,  the  plentiful  rain ! 

The  Spectator.     (London,  1711.) 

presence  of  light.  But  it  is  a  plenteous,  welcome 
shower,  with  a  dash  and  a  vim  that  enliven  us ;  we 
scent  the  green  freshness  of  nature  and  meet  the 
refrain  with  a  glad  and  a  happy  heart.  It  is  the  rain 
that  fills  our  mind,  —  the  gladness  for  the  longed-for 
shower.  Think  what  such  words  as  the  following  mean  : 
long,  slender,  quiver,  flash,  million,  dash,  drip,  plentiful, 
and  try  to  make  your  hearers  feel  what  they  mean. 
See  how  much  of  the  idea  expressed  by  each  word 
you  can  suggest  in  your  manner  of  speaking  it. 

Contrast  the  ideas  expressed  by  quiver  and  drip; 
drip  and  dash;  drip  and  flash;  etc. 

Stanza    2    recounts    the    need   of  the  rain,  —  baked 


382  TEACHING  TO  READ 

pastures,  bare  furrows,  empty  wells,  —  nature,  and  man, 
and  beast,  are  needy ;  but  a  rushing  of  waters  is  heard 
in  the  air,  the  heavy  drops  come  fast  and  furious, 
sweeping  from  the  eaves,  and  washing  the  pavement, 

—  and  the  stanza  and  its  refrain  are  full  of  the  PLEN- 
TEOUSNESS  of  the  rain. 

How  we  love  the  rain,  in  stanza  3  !  The  weaver 
throws  WIDE  his  swinging  pane  (Can  you  see  him:) 
and  his  heart  grows  bigger  and  lighter  as  he  breathes 
the  fresh  air ;  his  wife  brings  the  flower-pots  (Can  you 
see  her  ?) ;  and  even  the  poor  crippled  boy  smiles,  for 
those  dashing,  dancing  raindrops  are  like  music  in  his 
ears,  and  the  freshening  air  and  odors  reach  the  "  shut- 
in,"  and  he  smiles !  Ah,  it  is  a  kind  rain !  A  good 
i  am  !  And  we  love  it  as  we  speak  the  third  refrain. 

But  not  only  do  men,  and  the  haunts  of  men,  re- 
joice, —  Away,  far  from  men,  "  the  little  green  mosses 
rejoice !  "  How  the  poet  catches  our  hearts  with  that 
"  little  "  !  And  the  warm  (O,  so  warm  !)  heather  nods 
to  the  shower  (bends  in  grateful  thanks) ;  and  the  hill- 
torrents  sing  their  praises;  and  the  little  pools,  like 
children,  play  back,  —  Ah,  it  is  a  happy  rain  for  nature  ! 

—  and  we  are  glad  ! 

And  deep  in  the  fir-wood  below  (Do  you  wonder 
why  the  poet  put  just  one  thrush  down  there  ?)  a 
single  thrush  sings  of  the  glad  days  that  come  after 
rain  ;  and  into  the  heart  of  the  poet,  writing  at  a  time 
when  his  country  was  and  had  been  for  years  engaged 
in  a  heavy  struggle  with  France  (the  War  of  the 
Spanish  Succession),  Hope  crept,  and  sang  its  song 
for  a  nation  to  hear  !  And  our  joy  finds  a  touch  of 
gravity  in  the  final  refrain. 


STUDIES  IN  REPEATED  WORDS  383 

28.  THE   HEATH 
From  A  Year  among  the  Trees. 

1  There  are  no  heaths  in  New  England,  or  on  the 
American  Continent.  2  We  know  them  only  as  they 
are  described  in  books,  or  as  they  are  displayed  in 
greenhouses.  3  We  aie  strangers  to  those  immense 
assemblages  that  furnish  an  uninterrupted  vegetable 
covering  to  the  earth's  surface,  from  the  plains  of 
Germany  to  Lapland  on  the  north,  and  to  the  Ural 
Mountains  on  the  east.  4  These  plains,  called  heaths 
or  heathlands,  are  a  kind  of  sandy  bogs,  which  are 
favorable  to  the  growth  of  the  Heath,  while  other 
plants  with  these  disadvantages  of  soil  cannot  compete 
with  them.  5  The  tenacity  with  which  they  maintain 
their  ground  renders  them  a  great  obstacle  to  agri- 
cultural improvements.  6  They  overspread  large  dis- 
tricts to  the  almost  entire  exclusion  of  other  vegetation, 
rendering  the  lands  unfit  to  be  pastured,  and  useless 
for  any  purpose  except  to  furnish  bees  with  an  ample 
repast  but  an  inferior  honey. 

1  It  is  often  lamented  by  the  lovers  of  nature  that  the 
Heath,  the  poetical  favorite  of  the  people,  the  humble 
flower  of  solitude,  the  friend  of  the  bird  and  the  bee, 
affording  them  a  bower  of  foliage  and  a  garden  of 
sweets,  and  furnishing  a  bulwark  to  larks  and  nightin- 
gales against  the  progress  of  agriculture,  —  it  is  often 
lamented  that  this  plant  should  be  unknown  as  an 
indigenous  inhabitant  of  the  New  World.  2  But  if  its 
absence  be  a  cause  for  regret  to  those  who  have  learned 
to  admire  it  as  the  poetic  symbol  of  melancholy,  and 
as  a  beautiful  ornament  of  the  wilds,  the  husbandman 
may  rejoice  in  its  absence.  WILSON  FLAGG. 

Compare  the  balanced  parts  in  the  first  and  second 
halves  of  the  final  stanza. -- What  does  the  voice  of 
Hope  balance?  The  harvest?  A  great  nations  tears? 


384  TEACHING  TO  READ 

29.    INDEPENDENCE  FOREVER 

From  the  Discourse  on  }he  Lives  and  Services  of  Adams  and 
Jefferson,  August  2,  1826. 

1  "  Sir,  I  know  the  uncertainty  of  human  affairs, 
but  I  see,  I  see  clearly,  through  this  day's  business. 
2  You  and  I,  indeed,  may  rue  it.  8  We  may  not  live  to 
the  time  when  this  Declaration  shall  be  made  good. 
4  We  may  die ;  die  colonists ;  die  slaves  ;  die,  it  may  be, 
ignominiously  and  on  the  scaffold.  6  Be  it  so.  6  Be 
it  so.  7  If  it  be  the  pleasure  of  heaven  that  my  country 
shall  require  the  poor  offering  of  my  life,  the  victim 
shall  be  ready,  at  the  appointed  hour  of  sacrifice,  come 
when  that  hour  may.  8  But  while  I  do  live,  let  me  have 
a  country,  or  at  least  the  hope  of  a  country,  and  that 
a  free  count rv. 

1  "  But  whatever  may  be  our  fate,  be  assured,  be 
assured  that  this  declaration  will  stand.  Ir  mav  cost 
treasure,  and  it  may  cost  blood ;  but  it  will  stand,  and 


28.  1fi.  In  New  England.  —  Mr.  Flagg  is  writing 
upon  trees  of  New  England. 

New  Englanders  have  a  choice  of  what  two  ways  to 
learn  of  the  heath  (sentence  2)  ?  Of  what  two  names 
to  call  the  plains  (4)  ? 

SENTENCE  3.  Be  careful  in  phrasing.  Why  im- 
mense assemblages  ? 

1(2.  SENTENCE  i.  Repetition  to  keep  the  meaning 
clear. 

Study  carefully  the  formation  of  the  portion  preced- 
ing the  comma  and  dash.  Separate  the  descriptive 
portion  ;  trace  the  three  parts  of  the»series  and  observe 
how  the  last  part  is  modified. 

Is  the  plant  unknown  to  the  New  World? 


STUDIES  IN  REPEATED  WORDS  385 

it  will  richly  compensate  for  both.  3  Through  the 
thick  gloom  of  the  p-resent,  I  see  the  brightness  of  the 
future,  as  the  sun  in  heaven.  4  We  shall  make  this 
a  glorious,  an  immortal  day.  5  When  we  are  in  our 
graves,  our  children  will  honor  it.  6  They  will  celebrate 
it  with  thanksgiving,  with  festivity,  with  bonfires,  and 
illuminations.  7  On  its  annual  return  they  will  shed 
tears,  copious,  gushing  tears,  not  of  subjection  and 
slavery,  not  of  agony  and  distress,  but  of  exultation, 
of  gratitude,  and  of  joy.  8  Sir,  before  God,  I  believe 
the  hour  is  come.  9  My  judgment  approves  this 
measure,  and  my  whole  heart  is  in  it.  10  All  that  I  have, 
and  all  that  I  am,  and  all  that  I  hope,  in  this  life,  I  am 
now  ready  here  to  stake  upon  it ;  and  I  leave  off  as  I 
begun,  that  live  or  die,  survive  or  perish,  I  am  for  the 
Declaration.  u  It  is  my  living  sentiment,  and  by  the 
blessing  of  God  it  shall  be  my  dying  sentiment,  In- 
dependence now, and  INDEPENDENCE  FOREVER." 

DANIEL  WEBSTER. 

(Conclusion  of  the  Supposed  Speech  of  John  Adams  on  the  Declara- 
tion of  Independence,  July  /,  1776.} 

29.     John  Adams  and  Thomas  Jefferson  died  July  4,  1826, 
—  the  fiftieth  anniversary  of  the  signing  of  the  Declaration  of 
Independence. 

If  i.  SENTENCE  i.     I  see.  —  Why  repeated  ? 

SENTENCE  2.    Why  ? 

SENTENCE  4.  A  preceding  speaker  had  held  up  the 
possibility  of  defeat ;  in  which  case  he  pictured  death 
upon  the  scaffold  for  the  leaders  in  the  rebellion.  Test 
the  value  of  the  repetition  by  its  omission. 

In  making  such  tests,  the  reader  should  always  strive 
equally  hard  to  make  the  reading  effective. 

Why  die  colonists? 

SENTENCES  5,  6.    Why  repeated  ? 


386  TEACHING  TO  READ 

SENTENCE  8.  But  while  I  do  live  is  balanced  against 
We  may  die. 

Between  which  two  thoughts  does  or  offer  a  choice  ? 

Substitute  one  for  the  second  and  third  country. 
-  In  what  way  do  you  lose  ?  Why  at  least? 

1f2.  SENTENCE  i.  What  emotional  motive  causes 
the  speaker  to  repeat  ?  Ans.  Earnestness. 

SENTENCE  2.  The.  previous  speaker  had  shuddered 
before  the  responsibility  of  proclaiming  independence 
and  carrying  on  the  war,  "while  these  cities  burn,  these 
pleasant  fields  whiten  and  bleach  with  the  bones  of 
their  owners,  and  these  streams  run  blood." 

Omit  the  repeated  parts.  —  What  do  you  lose  ? 

SENTENCE  3.   Note  the  grouping  within  the  phrasing  : 

thick  gloom    of  the  present 

brightness       of  the  future       as  the  sun  in  heaven 

What  are  the  contrasting  ideas  ? 

SENTENCE  4.  Read,  a  glorious  day,  an  immortal  day.— 
Which  arrangement  is  the  more  spirited  ? 

SENTENCE  6.   Test,  omitting  the  repeated  with. 

SENTENCE  7.  Test,  omitting  the  first  tears.  What 
is  gained  by  the  repetition  of  not  of? 

In  addition  to  repetition  what  other  means  has  been 
used  to  give  strength  to  this  sentence  ? 

SENTENCE  8.    Intense  seriousness. 

SENTENCE  10.   Test,  omitting  the   repetition   of  all. 

SENTENCE  II.  Test,  substituting  "one"  instead  of 
repeating  sentiment. 

Why  is  now  italicized  ? 

Test,  omitting  the  second  independence. 

Note  the  gradation  in  emotion. 


STUDIES  IN  REPEATED  WORDS  387 

30.  WANTED  — MEN 

God  give  us  men  !     A  time  like  this  demands 
Strong   minds,   great   hearts,   true   faith,  and   ready 

hands ; 
Men  whom  the  lust  of  office  does  not  kill ; 

Men  whom  the  spoils  of  office  cannot  buy ; 
Men  who  possess  opinions  and  a  will ; 

Men  who  have  honor,  —  men  who  will  not  lie ; 
Men  who  can  stand  before  a  demagogue, 

And     damn     his    treacherous    flatteries    without 

winking  ! 
Tall  men,  sun-crowned,  who  live  above  the  fog 

In  public  duty  and  in  private  thinking : 
For  while  the  rabble,  with  their  thumb-worn  creeds, 

Their  large  professions,  and  their  little  deeds, 
Mingle  in  selfish  strife,  lo !    Freedom  weeps, 

Wrong  rules  the  land,  and  waiting  Justice  sleeps  ! 

JOSIAH  GILBERT  HOLLAND. 


30.  Written  in  1876,  at  a  time  of  great  national  discour- 
agement and  perplexity;  at  a  time  when  the  President  and 
Congress  were  continually  in  conflict,  and  politicians  were 
scheming  for  personal  rather  than  public  good. 

Trace  the  semicolons.  A  time  like  this  demands 
how  many  kinds  of  men  ? 

Observe  the  value  of  both  the  modified  words  and 
the  modifiers  in  line  2.  What  is  meant  by  true  faith? 
Ready  hands?  Great  hearts? 

Explain  the  meaning  of  line  3 ;  line  4 ;  line  5 ; 
lines  7  and  8. 

Without  winking.  —  Looking  him  straight  in  the  eyes. 

Demagogue,  one  who  plays  an  insincere  role  in  public  life 
for  the  sake  of  gaining  political  influence  or  office;  especially 


388  TEACHING  TO  READ 

31.   RECESSIONAL 

God  of  our  fathers,  known  of  old  - 
Lord  of  pur  far-flung  battle  line  — 

Beneath  whose  awful  hand  we  hold 
Dominion  over  palm  and  pine  — 

Lord  God  of  Hosts,  be  with  us  yet, 

Lest  we  forget  —  lest  we  forget  ! 

The  tumult  and  the  shouting  dies  - 
The  Caotains  and  the  Kings  depart 

Still  stands  Thine  ancient  sacrifice, 
An  humble  and  a  contrite  heart. 

Lord  God  of  Hosts,  be  with  us  yet, 

Lest  we  forget  —  lest  we  forget  ! 

Far-called  our  navies  melt  away  - 
On  dune  and  headland  sinks  the  fire 


one  who  panders  to  popular  prejudice  or  seeks  to  inflame  rea- 
sonless passions  in  the  advancement  of  his  personal  interest. 


Damn,  condemn  ;   pronounce  bad  or  hurtful. 

Explain  the  meaning  of  lines  9,  10. 

Explain  thumb-worn  creeds. 

In  which  line  do  we  find  contrasting  ideas  ? 

Who  mingle  in  selfish  strife? 

While  the  rabble  .  .  .  mingle  in  selfish  strife,  how 
many  things  happen  ?  These  things  concern  what 
conditions  here  personified  ? 

Rabble,  the  common  mass. 

How  many  series  does  the  selection  contain  ? 
Memorize. 

31.   Written    in    1897,    directly    after   Queen   Victoria's 


STUDIES  IN  REPEATED  WORDS  389 

Lo,  all  our  pomp  of  yesterday 

Is  one  with  Nineveh  and  Tyre  ! 
Judge  of  the  Nations,  spare  us  yet, 
Lest  we  forget  —  lest  we  forget  ! 

If,  drunk  with  sight  of  power,  we  loose 
Wild  tongues  that  have  not  Thee  in  awe  - 

Such  boasting  as  the  Gentiles  use 
Or  lesser  breeds  without  the  Law  - 

Lord  God  of  Hosts,  be  .with  us  yet, 

Lest  we  forget  —  lest  we  forget  ! 

For  heathen  heart  that  puts  her  trust 

In  reeking  tube  and  iron  shard  - 
All  valiant  dust  that  builds  on  dust, 

And  guarding  calls  not  Thee  to  guard  - 
For  frantic  boast  and  foolish  word, 
Thy  mercy  on  Thy  People,  Lord  !     Amen. 

RUDYARD  KIPLING. 


Jubilee,  —  the  national  celebration  of  her  sixtieth  year  upon 
the  throne  of  England. 

Recessional,  a  hymn  sung  at  the  close  of  a  religious  service. 

STANZA  I.     God,  the  deity  worshiped. 

What  do  you  think  the  poet  means  by  known  of  old? 
Lord,  Supreme  Ruler. 

What  is  the  signification  of  far-flung  battle  line? 

Awful,  inspiring  fearful  reverence. 

Dominion,  the  power  of  governing  and  controlling. 

Palm  and  pine.  —  Figurative  expression  symbolizing 
England's  widely-separated  possessions  :  palm,  tropics  ; 
pine,  northern  lands. 

What  is  the  significance  of  Lest  we  j or  get?  Forget 
what  ?  Meaning  of  lest  ? 


390  TEACHING  TO  READ 

STANZA  2.  What  tumult?  What  shouting?  What 
Captains?  What  Kings? 

Lines  I  and  2  suggest  many  causes  for  pride;  lines 
3  and  4  are  a 'reminder  of  the  unchanging  fitness  of 
humility. 

Thine  ancient  sacrifice.  — Psalms  57;  77: 

"The  sacrifices  of  God  are  a  broken  spirit : 

A  broken  and  a  contrite  heart,  O  God,  thou  wilt  not  despise." 

Forget  —  what  ?  What  new  significance  have  the 
repeated  lines  taken  on  ? 

STANZA  3.  With  what  are  stanzas  2  and  3  a  contrast- 
ing picture  ? 

Explain  far-called;  melt  away;  sinks  the  fire;  pomp 
of  yesterday. 

Dune,  a  low  hill  of  drifted  sand  near  the  coast. 
Headland,  a  point  of  land  projecting  from  the  shore  into 
the  sea. 

Nineveh  and  Tyre,  ancient  cities,  now  dust  and  ashes. 

Judge  of  the  Nations  holds  a  reference  to  the  scriptural 
narrative  concerning  the  history  of  those  two  cities. 
An  understanding  of  that  gives  added  meaning  to 
spare  us  yet9  and  a  new  significance  to  Lest  we  forget. 
Forget  what  ?  Why  are  the  words  repeated  ? 

Do  you  think  us  and  we  contrast  with  the  people  of 
Nineveh  and  Tyre  ? 

STANZA  4.  Explain  drunk  with  sight  of  power;  loose 
wild  tongues. 

Gentiles,  a  Hebraic  term  for  those  lacking  their  religious 
principles. 

Lesser  breeds,  those  who  own  no  moral  standard,  no  moral, 
or  religious  obligation. 


STUDIES  IN  REPEATED  WORDS  391 

The  Law,  the  accepted  moral  standard  of  civilized  nations ; 
literally,  the  Hebrew  law  as  set  forth  in  the  Old  Testament. 

What  relation  does  the  thought  of  lines  3  and  4  bear 
to  that  of  lines  i  and  2  ? 

Study  the  punctuation  carefully.  Take  note  of  the 
inverted  order  of  the*  stanza.  Lord  God  of  Hosts,  be 
with  us  —  when  ? 

Lest  we  forget  —  what  ? 

Does  the  significance  of  the  refrain  seem  plainer  and 
stronger  in  some  stanzas  than  in  others  ? 

STANZA  5.  Line  3.  What  is  the  first  dust  referred 
to  ?  (See  Genesis  j:  /p.)  The  second  ? 

Of  what  use  are  lines  3  and  4  to  the  thought  of  the 
stanza  ? 

Explain  heathen  heart;  reeking  tube;  'iron  shard;  put- 
ting trust  in  reeking  tube  and  iron  shard;  valiant  dust; 
building  on  dust;  guarding  and  calling  not  Thee  to 
guard;  frantic  boast;  foolish  word. 

Thy  mercy  on  Thy  people.  Lord.  —  For  what  things  ? 

Why  the  word  Lord  instead  of  God  ? 

Heathen,  originally,  one  who  dwelt  on  the  heath  or  in  the 
woods.  Its  religious  significance  grew  out  of  the  fact  that 
culture  and  civilization  came  first  to  the  cities. 

Tube,  gun. 

Shard,  sword. 

Amen,  a  Hebrew  word  meaning  So  be  it. 

Explain  the  peculiar  fitness  of  the  title. 
Why  do  you  think  it  is  classed  as  a  great  poem  ? 
Express  briefly  the  underlying  sentiment  of  the  poem. 
Why  do  you  think  it  has  been  so  widely  set  to  music, 
and  why  placed  in  the  Hymnals  of  so  many  churches  ? 


392  TEACHING  TO  READ 

Reread,   applying   your    understanding    of    Repeated 
Words: 

Chap.         I.   Nos.  5,  6,  13,  23. 

Chap.     III.   Nos.  5,  6,  26,  34,  43. 

Chap.      IV.   Nos.  8,  9,  10,  n,  12,  13,  27  (stanza  3). 

Chap.        V.   Nos.  22,  23,  24,  26,  28,  34,  36. 

Chap.      VI.   Nos.  30,  36,  39,  49,  51. 

Chap.       X.   No.  17. 

Chap.     XL    (PART  I)  Nos.  6,  12,  22. 

(PART  II)  Nos.  5,  12,  18,  20,  21. 

(PART  III)  Nos.  2,  8,  10,  12 
Chap.    XII.   Nos.  2,  6,  16. 
Chap.  XIII.  Nos.  i,  2,  8,  9,  13,  17,  21,  22. 


SUGGESTIVE  QUESTIONS  FOR  REVIEW 

1.  Why  does  the  author  use  repetition  in  No.   I  ? 
No.  2  ?    No.  3  ?    No.  8  ?    No.  9  ? 

2.  Quote  three  illustrations  of  emotional  repetition. 

3.  What  effect  is  gained  by  repetition  in  Nos.  19  and 
21  ? 

4.  What  is  the  effect  of  the  repetition  in  line  I  of 

No.  22  ? 

5.  What  three  different  reasons  for  repetition  find 
illustration  in  No.  24  ? 

6.  (No.  2C.)  Who  was  Hiawatha?    Gitche  Manito? 
Where  did  Longfellow  find  the  quaint  trick  of  repeti- 
tion ? 

7.  Where  do  we  look  for  the  key  to  the  manner  of 
reading  refrains  ? 

8.  (No.  30.)  Explain  the  meaning  of  line  3 ;   line  4. 
Define  demagogue  (line  7). 

9.  (No.  31.)  Give  the  meaning  of  Recessional,  dune, 
Gentiles,  Amen. 

How  does  the  word  Lord  differ  in  meaning  from  God? 

10.  (No.  31.)  Explain  the  meaning  of  line  2,  stanza  I ; 
lines  i  and  2,  stanza  2;   line  I,  stanza  3. 


CHAPTER  XV 
CULTIVATION  OF  THE  IMAGINATION 

'  Think,  when  you  talk  of  horses, 

that  you  see  them, 
Printing  their  proud  hoofs 

i'  the  receiving  earth." 

At  the  very  beginning  of  the  work  (Chapter  I), 
attention  was  called  to  the  importance  of  noting  the 
value  of  individual  words,  and  this  importance  has 
ever  been  in  mind,  though  added  problems  of  expres- 
sion have  been  continuously  presented.  At  the  very 
outset  of  this  new  chapter  the  same  instruction  is 
needed,  for  in  the  study  of  selections  that  appeal  to 
the  imagination  a  reader  must  train  himself  to  catch 
not  only  the  full  significance  of  sentences,  but  the  sig- 
nificance of  individual  words.  Hence  the  opening 
exercises  are  such  as  will  call  attention  to  the  expres- 
sive and  suggestive  power  that  may  lie  in  single  words 
and  short  phrases.  Number  i  presents  a  series  of  shift- 
ing pictures  embodied  in  single  words ;  No.  2,  in  modi- 
fied words;  No.  3,  in  a  variety  of  short  phrases;  and 
No.  4,  in  short  clauses. 

As  examples  of  some  of  the  lines  along  which  the 
imagination  will  be  appealed  to,  No.  5  suggests  practice 
in  seeing  people  as  they  are  described  ;  7  and  8,  places ; 
9  and  10,  actions ;  18  and  20,  sounds. 

In  Nos.  1 1- and  12,  we  have  emphasized  the  element 

TURNER,  TEACH.  TO  READ  —  26  393 


394  TEACHING  TO  READ 

of  time,  and  in  13  we  see  how  directly  figurative  lan- 
guage appeals  to  the  imagination. 

Many  other  qualities  and  combinations  will  be  found 
in  the  selections  given.  Our  ability  to  express  the 
thought  for  others  will  depend  upon  our  ability  to 
"  see  "  it  for  ourselves.  What  we  see  with  the  imagi- 
nation, like  what  we  see  with  the  eyes,  will  depend  very 
much  on  how  carefully  we  look,  and  how  long  we  look, 
and  how  much  we  know  about  the  thing  we  are  looking 
at.  Personal  appreciation  lends  to  expression  for  others 
subtle  qualities  that  mere  obedience  to  rules  can 
never  engender ;  and  as  to  benefit  to  ourselves,  no 
time  that  we  can  spend  in  any  other  division  of  read- 
ing work  will  so  richly  repay  us,  or  so  continuously 
and  broadly  influence  our  student  life,  as  the  time  we 
spend  in  training  the  inner  eye. 

PEDAGOGICAL  INTRODUCTION 

It  will  be  noticed  that  studies  in  time,  pitch,  rate, 
force,  volume,  intensity,  etc.,  as  such,  are  not  found 
among  the  chapter  titles  of  this  book.  Such  qualities 
are  outward  manifestations  of  inward  states.  If  a 
pupil  gets  the  thought  and  holds  it  long  enough  to 
allow  both  the  expressed  and  the  suggested  ideas  to 
take  conscious  form,  the  picture  to  rise  before  his  eyes, 
the  emotion  to  fill  his  soul,  outward  manifestations 
will  regulate  themselves,  while  rules  will  only  burden 
the  mind,  invite  self-consciousness,  and  detract  atten- 
tion from  the  thought. 

To  classify  exercises  as  fast,  medium,  slow;  high, 
medium,  low;  loud,  medium,  soft,  etc.,  is,  at  the  very 


CULTIVATION  OF  THE  IMAGINATION  395 

outset,  to  do  too  much  of  the  pupils'  thinking  for  them. 
It  is  to  relieve  them  of  too  much  of  the  necessity  of 
traveling  for  themselves  the  path  of  sympathetic  imagi- 
native experience,  through  which  alone  the  subtle 
qualities  of  truthful  expression  can  be  coaxed  from  the 
untrained  reader. 

Intelligent  and  sympathetic  appreciation  of  the 
thought  is  ever  the  foundation  upon  which  good  read- 
ing must  be  built.  Why  do  we  talk  better  than  we 
read  ?  Because  we  know  what  we  are  going  to  say, 
we  understand  it,  we  see  clearly  the  argument  to  be 
followed,  the  picture  to  be  described.  When  such 
conditions  are  lacking,  we  do  not  talk  well ;  we  hesi- 
tate ;  we  stammer ;  we  repeat ;  we  grope  for  words, 
and  our  sentences  trail  off  into  imperfection  or  incom- 
pleteness. 

Why  do  we  read  less  well  than  we  talk  ?  Because 
reading  is  more  difficult,  and  we  do  not  have  propor- 
tionately more  practice.  It  is  more  difficult  in  that  a 
double  process  is  always  involved  :  the  simultaneous 
gleaning  and  giving  of  the  thought.  A  double  process 
is  also  involved  in  the  gleaning  of  the  thought ;  namely, 
the  grasping  of  the  printed  words  and  the  assimilation 
of  the  ideas  for  which  they  separately  or  combinedly 
stand. 

Pupils  assimilate  unemotional,  unimaginative  state- 
ments more  readily  than  emotional,  imaginative  ones. 
Why  ?  Because  they  have  had  more  training  along 
those  lines.  Every  branch  in  the  curriculum  that  is 
studied  through  a  textbook  gives  practice  in  the 
assimilation  of  facts.  We  are  apt  to  forget  this  differ- 
ence when  we  call  out  the  reading  class,  and  to  expect 


396  TEACHING  TO  READ 

the  pupils  to  grasp  and  express  imaginative  ideas  as 
easily  as  they  grasp  and  express  facts,  and  with  no 
more  practice  and  the  same  kind  of  teaching.  It  is 
not  because  the  imagination  is  so  difficult  to  cultivate 
that  we  see  such  poor  results  along  that  line,  but 
because  so  little  cultivation  is  attempted. 

Pupils    readily    assimilate    familiar    ideas    expressed* 
in  simple  terms.     In, 

"The  deer  sprang  from  his  bed," 

the  thought  is  readily  grasped,  and  the  picture  easily 
painted,  but,  « 

"  The  antlered  monarch  of  the  waste 
Sprung  from  his  heathery  couch  in  haste," 

is  a  more  complicated  statement.  Figurative  language 
has  been  used,  modifying  ideas  have  been  inserted, 
and  the  average  pupil  must  pause  a  moment,  and  re- 
scan  the  lines,  before  the  whole  thought  is  grasped, 
-  before  the  fleeting  suggestions  of  the  changing  pic- 
ture touch  the  retina  of  the  inner  eye. 

As  far  as  time  is  concerned,  the  rate  of  the  second 
illustration  is  the  same  as  the  rate  of  the  first,  but  in 
the  second  there  is  more  thinking  to  be  accomplished. 
Antlered  monarch  must  be  translated  as  "  deer,"  but 
the  collateral  suggestiveness  of  both  antlered  and 
monarch  must  not  be  lost.  Sprung  from  his  heathery 
couch  in  haste,  may  mean  "  sprang  from  his  bed  ;  "  but 
couch  must  be  translated,  and  its  poetical  significance 
appreciated,  while  heathery  suggests  some  ideas  not 
included  in  bed. 

What  then  does  the  teacher  aim  to  teach  with  such 
illustrations  ?  She  aims  to  teach  pupils  to  think  faster, 


CULTIVATION  OF  THE  IMAGINATION  397 

to  see  pictures  clearly  and  quickly,  to  alter  them  at  a 
word,  or  to  change  them  entirely  with  equal  promptness 
whenever  the  text  so  suggests.  In  short,  she  teaches 
them  to  think,  and  to  see,  and,  resultantly,  to  interpret. 
The  flitting  mind  pictures  will  always,  of  course,  be 
more  or  less  incomplete ;  but  they  should  always  be  real 
enough  to  leave  a  definite  impression,  —  an  impression 
that  is  capable  of  expansion  and  growth. 

How  can  we  know  when  the  pupil  has  grasped  an 
idea  that  must  appeal  to  him  through  the  imagina- 
tion ?  We  can  know  it  by  translating  the  language  of 
the  eye,  the  voice,  the  countenance,  which  instinctively 
manifest  whatever  the  mind  conceives.  But  no 
teacher  can  translate  a  language  that  she  herself  does 
not  know,  and  the  warm  language  of  appreciative 
expression  cannot  be  learned  from  description  alone. 
Better  than  all  the  cold  rules  or  descriptions  that 
can  be  written  is  the  instinctive  recognition  of  an 
appreciation  of  the  beautiful  by  one  who  loves  the  beau- 
tiful, or  of  a  sympathy  with  sorrow  or  pain  by  one  who 
has  sympathy  with  sorrow  and  pain.  Rules  and  de- 
scriptions will  aid  the  teacher,  but  they  cannot  give 
her  a  responsive  heart  or  a  vivid  imagination,  and 
without  these  she  cannot  lead  her  pupils  into  the  beau- 
tiful realm  outside  the  region  of  plain  cold  facts. 

From  the  moment  when  a  pupil  begins  to  group 
words,  he  unconsciously  employs  a  varying  rate  of 
'time,  passing,  as  he  does,  lightly  over  the  unimportant 
and  dwelling  upon  the  leading  ideas.  When  we  enter 
the  realm  of  the  imagination,  the  rate  of  utterance  is 
still  governed  by  the  mind's  measure  of  the  thought 
and  by  the  amount  of  collateral  thinking  aroused. 


398  TEACHING  TO  READ 

We  read  slowly  or  fast  (just  as  we  talk  slowly  or  fast), 
not  to  show  that  the  occurrence  took  place  in  such  a 
manner,  but  in  an  instinctive  responsive  sympathy 
with  the  thought,  —  a  sympathy  that  will  vibrate  in 
the  mind  of  the  hearer  even  as  it  fills  out  with  beauty, 
or  strength,  the  words  of  the  reader. 

The  temperament  of  a  pupil  often  needs  to  be  taken 
into  consideration,  not  as  an  excuse  for  poor  reading, 
as  is  so  often  done,  but  as  one  of  the  simplest  methods 
for  diagnosing  some  forms  of  trouble.  A  pupil  may  be 
temperamentally  slow  or  temperamentally  nervous. 
Because  a  pupil  reads  with  nervous  quickness  is  no 
sign  that  he  thinks  quickly.  A  glib  repeater  of  words 
may  be  a  shallow  thinker.  One  may  utter  words 
quickly  and  yet  have  no  conception  of  the  thought. 
Such  a  pupil  will  read : 

"  Roll  on,  thou  deep  and  dark  blue  ocean,  roll  - 
Ten  thousand  fleets  sweep  over  thee  in  vain," 

with  slight  difference  in  rate  from  a  lighter  passage. 
And  many  a  teacher  will  attribute  it  to  a  "  nervous 
temperament "  and  tell  us,  "  He  talks  just  that  way." 
Yes,  but  he  does  not  talk  that  kind  of  sentences 
that  way,  —  if  he  talks  them  at  all.  No  mind  can 
compass  the  almost  fathomless  depth  and  limitless 
expanse  of  the  ocean,  or  the  thought  of  ten  thousand 
fleets,  each  made  up  of  many  ships,  with  such  light- 
ning-like rapidity  as  some  readings  suggest.  It  is  im- 
possible. 

We  may  tell  such  a  pupil  to  read  more  slowly,  and 
say,  over  and  over*  day  after  day,  "  Do  not  read  so 
fast,"  but  that  is  merely  calling  his  attention  to  the 


CULTIVATION  OF  THE  IMAGINATION  399 

outward  physical  manifestation.  He  reads  as  he 
thinks,  and  he  thinks  fast,  but  he  does  not  think 
enough.  .He  knows  no  other  way  of  thinking  (if  he 
did  he  would  use  it),  and  the  repeated  instruction  only 
increases  self-consciousness  and  diffidence  and  embar- 
rassment, and  causes  him  to  shrink  from  making  an 
attempt.  He  rises  with  a  sense  of  being  harnessed,  - 
held  in  at  the  bit,  —  and  he  sits  down  in  his  place  with 
a  feeling  of  relief  when  the  ordeal  is  over. 

What  can  the  teacher  do  ?  Make  him  forget  self  in 
the  limitless  bounds  of  old  ocean's  expanse.  Paint 
the  picture  until  he  sees  it ;  and  paint  with  a  big  brush. 
Let  it  be  no  mill  pond.  If  you  are  not  a  descriptive 
artist,  you  must  learn  to  be.  Three  things  are  required  : 
a  vivid,  appreciative  imagination,  a  command  of  lan- 
guage, and  plenty  of  practice.  If  you  do  not  "  see 
things  "  yourself,  observe  and  study  and  think  until 
you  can  see  them. 

Practice  describing  the  real  scenes  that  lie  around 
you,  the  real  conditions  and  happenings  that  you  have 
known,  and  from  those  lead  yourself  into  the  circum- 
stances and  scenes  that  others  describe. 

Paint  with  a  big  brush,  as  has  already  been  said. 
Avoid  giving  attention  to  too  many  details  at  a  time. 
The  depth,  and  darkness,  and  vast  expanse,  and  end- 
less movement  of  the  ocean  cannot  be  encompassed 
at  a  glance.  They  must  be  dwelt  upon  individually 
and  then  felt.  Paint  only  as  much  as  the  mind's  eye  can 
hold,  and  when  you  catch  the  glint  of  dawning  appre- 
ciation, call  for  the  expression  of  the  portion  or  portions 
of  the  thought  upon  which  you  have  been  dwelling, 
having  a  care  that  the  amount  is  no  more  than  the 


400  TEACHING  TO  READ 

pupil  can  give  without  looking  at  the  book  and  thus 
breaking  the  leading  inspiration  of  your  words. 

Have  a  second,  a  third,  and  a  fourth  pupil  try  the 
same,  and  re-try  it  as  often  as  increasing  effect  or  hope 
of  improvement  warrants  the  expenditure  of  the  time. 
Do  not  stint  the  words  of  approval  that  an  honest  effort 
will  merit,  nor  be  discouraged  with  those  who  seem  to 
shrink  from  the  effort  at  first.  Better  your  own  work 
if  they  shrink,  make  it  more  spontaneous,  or  attempt  a 
new  text.  The  picture  that  is  quickly  responded  to 
by  one  pupil  may  appeal  slowly  or  not  at  all  to  another, 
for  disposition,  environment,  and  experience  play  a 
large  part. 

Keep  yourself  in  the  foreground  as  a  listener.  Re- 
mind the  rapid  reader  that  you  cannot  think  so  fast, 
even  if  he  can.  Keep  the  class  in  the  foreground  as 
judges.  Let  them  "  follow  the  picture  "  and  protest 
when  they  are  unreasonably  hurried.  Responsibility 
for  others  is  often  a  more  powerful  incentive  than  inter- 
est for  one's  self.  In  the  reading  class,  the  duty  of  giv- 
ing the  thought  to  some  one  should  ever  be  kept  parallel 
with  that  of  getting  it  for  one's  self. 

It  may  be  that  your  time  for  a  pupil  will  be  over 
when  he  has  read  one  short  part,  —  for  instance,  the 
two  lines  quoted  from  the  "  Apostrophe  to  the  Ocean." 
Do  not  let  that  concern  you  if  he  has  read  it  ever  so 
little  better  than  he  would  have  read  it  before.  If  he 
has,  you  have  taught  him  something.  You  have  given 
him  a  glimpse  through  and  beyond  the  few  printed 
words  into  the  immensity  for  which  they  stand.  The 
words  he  knew  before :  he  could  read  (?)  the  sentences 
when  he  came  to  class.  You  have  taught  him  a  new 


CULTIVATION  OF  THE  IMAGINATION  401 

thing  :  the  interpretation  of  the  thought.  You  have  led 
him  to  grasp  one  particle  from  the  immensity  and,  for 
a  moment,  his  soul  has  trembled  on  the  threshold 
of  expression.  His  hungry  mind  will  go  again,  and 
pause  to  gaze,  even  as  he  (though  "  quick  and  jerky  in 
his  talk")  would  pause  and  gaze  at  some  attractive 
painting  actually  hanging  upon  a  wall. 

What  has  been  said  about  the  pupil  who  reads  too 
fast,  applies  in  an  opposite  way  to  the  one  who  reads 
too  slowly. 

The  pupil  who  is  temperamentally  slow,  —  dragging 
and  sluggish  in  his  utterance,  —  is  slow  in  thinking. 
His  reading  will  also  be  found  to  lack  variety  and  appre- 
ciation of  values.  Small  things  seem  large  to  him  be- 
cause he  does  not  get  around  to  the  large  ones  in  time 
to  compare,  —  and  yet  he  can  tell  a  five-quart  measure 
from  a  four-quart  one,  if  he  has  the  two  together. 

What  must  the  teacher  do  ?  Train  him  to  think 
faster.  Hold  before  him  comparisons.  Give  him 
plenty  of  rapid  pictures  to  see  and  reproduce,  —  but  do 
not  present  your  part  beyond  his  best  rate  of  speed, 
or  you  will  only  confuse  him.  Coax  him  along,  as  it 
were.  The  progress  will  be  slow ;  the  final  results  may 
not  be  great,  but  the  method  is  the  only  one  that  will 
actually  help.  He  gives  the  thought  as  fast  as  he  gets 
it.  He  holds  it  too  long  in  his  process  of  assimilation. 
Only  as  his  mental  movement  quickens  will  his  utter- 
ance take  on  added  life. 

Even  as  the  imagination  is  an  active  factor  in  arous- 
ing an  appreciation  of  time,  so  also  will  it  be  found  a 
vital  factor  in  the  production  of  correct  pitch,  force, 
volume,  intensity,  and  kindred  qualities. 


402  TEACHING  TO  READ 


SELECTIONS  AND  SUGGESTIVE  STUDIES 

1.  King  Canute  was  weary-hearted;  he  had  reigned 

for  years  a  score, 
Battling,    struggling,    pushing,    fighting,    killing 

much  and  robbing  more; 
And  he  thought  upon  his  actions,  walking  by  the 

wild  seashore. 

King  Canute  —  WILLIAM  MAKEPEACE  THACKERAY. 

2.  The  neighing  troop,  the  flashing  blade, 

^  The  bugle  s  stirring  blast, 
The  charge,  the  dreadful  cannonade, 
The  din  and  shout,  are  past ; 


1.  Read  the  first  thought.     Did  you  introduce  the 
leading  character  as  though  he  had  not  been  mentioned 
before  and  was  of  importance  in  the  story  ?     Did  you 
call  even  slight  attention  to  his  office  ? 

Is  there  a  word  in  the  first  group,  the  thought  of 
which  colors  the  manner  of  saying  it  ?  (Weary-hearted.) 

What  picture  does  battling  call  up  ?  How  does 
struggling  differ  from  battling?  What  do  you  see  in 
pushing?  Fighting?  Can  you  feel  these  differences  ? 

Canute,  Danish  King  of  England,  from  about  995  to  1035. 

2.  Note  how  a  modifying  idea  can  alter  a  picture. 
What  picture  does  the  word  troop  call  up  ?     How 

does  your  picture  change  when  neighing  is  inserted  ? 

Does  the  insertion  of  neighing  lessen  the  thought 
value  of  troop? 

Apply  the  same  queries  to  blade  and  flashing;  to 
blast  and  stirring  and  bugle's;  to  cannonade  and  dread- 


CULTIVATION  OF  THE  IMAGINATION  403 

Nor  war's  wild  note,  nor  glory's  peal 

Shall  thrill  with  fierce  delight 
Those  breasts  that  never  more  may  feel 

The  rapture  of  the  fight. 

The  Bivouac  of  the  Dead  —  THEODORE  O'HARA. 

*  Work  —  work  —  work  ! 

My  labor  never  flags  ; 
And  what  are  its  wages  ?     A  bed  of  straw, 

A  crust  of  bread  —  and  rags, 
That  shattered  roof — and  this  naked  floor  — 

A  table  —  a  broken  chair  — 
And  a  wall  so  blank,  my  shadow  I  thank 

For  sometimes  falling  there  ! " 

The  Song  of  the  Shirt  —  THOMAS  HOOD. 


ful;    to  note  and  wild  and  war's;    to  peal  and  glory's; 
to  delight  and  fierce. 

Which  words  appeal  to  the  imagination  through  the 
sight  ?     Through  the  hearing  ?     Through  the  feelings  ? 
Note  how  bare  the  thought  would  be  should  we  read  : 
The  troop,  the  blade, 

The  blast, 

The  charge,  the  cannonade,  etc. 

Be  alert  for  din-and-shout,  wild-note,  and  similar  com- 
binations. 

The  first  nor  is  equivalent  to  not. 

3.    How  many  pictures  do  the  wages  suggest  ? 
What  effect  is  gained  by  the  repetition  ? 
Feel  the  monotony  in  never. 

Is  line  2   more  closely  connected  in  thought  with 
line  I  or  with  line  3  ? 


404  TEACHING  TO  READ 

4.  A  second  match  was  rubbed   against  the  wall. 
It  burst  into  flame,  and  where  the  light  fell  upon  the 
wall  it  became  transparent,  like  a  thin  veil,  and  she 
could   see   through   it   into  the   room.     On   the  table 
a  snow-white  cloth  was  spread  ;  upon  it  stood  a  shining 
dinner   service;    the    roast   goose   smoked    gloriously, 
stuffed  with  apples  and  dried  plums. 

The  Little  Match  Girl  —  HANS  CHRISTIAN  ANDERSEN. 

5.  How  do  you  think  the  man  was  dressed  ? 
He  wore  an  ancient,  long  buff  vest, 
Yellow  as  saffron,  —  but  his  best ; 

And,  buttoned  over  his  manly  breast, 
Was  a  bright  blue  coat,  with  a  rolling  collar, 
And  large  gilt  buttons,  —  size  of  a 'dollar, - 
With  tails  that  the  country  folk  call  "  swaller." 


Recall  No.  21,  page  369. 

Which  reading  is  the  most  suggestive  of  unending 
monotony  : 

Work  J  work  j  work  J 
Work  >  work  ^\  work  > 
Work  rv  work  r\~>  work 


4.  The  vision  of  a  homeless,  freezing  child.     From 
single  words,  we  have  passed  to  clauses. 

'  Make  the  feast  "  good  enough  to  eat." 

5.  Do  you  think  the  use  of  the  word  ancient  (line  2) 
permissible  ?     Only  how  many  years  before  had  this 
style  of  dress   been  the  custom  ?     Compare  ancient, 
forty  yearsy  and  long  ago. 

How  do  you  know  that  he  did  not  wear  his  coat  as 
you  do  yours  ?  (To  a  boy  with  an  open  coat.)  [See 
line  4.]  Such  questions  as,  "  How  did  the  buttons 


CULTIVATION  OF  THE  IMAGINATION  405 

He  wore  a  broad-brimmed,  bell-crowned  hat, 
White  as  the  locks  on  which  it  sat. 
Never  had  such  a  sight  been  seen 
For  forty  years  on  the  village  green, 
Since  old  John  Burns  was  a  country  beau, 
And  went  to  the  "  quiltings  "  long  ago. 

John  Burns  of  Gettysburg  —  FRANCIS  BRET  HARTE. 

6.  One  afternoon  when  the  sun  was  going  down,  a 
mother  and  her  little  boy  sat  at  the  door  of  their  cottage, 
talking  about  the  Great  Stone  Face.  They  had  but 
to  lift  their  eyes,  and  there  it  was  plainly  to  be  seen, 
though  miles  away,  with  the  sunshine  brightening  all 
its  features. 

And  what  was  the  Great  Stone  Face  ?    The  Great 


differ  from  yours  ?  "  etc.,  are  often  better  than  "  De- 
scribe his  coat,"  or,  "  Describe  the  buttons,"  because 
two  pictures  must  enter  the  mind  and  the  process  of 
comparison  take  place. 

John  Burns,  the  Gettysburg  hero,  who,  past  his  threescore 
years  and  ten,  "  joined  our  troops  in  defense  of  his  home  and 
fireside,  and  remained  on  the  front  line  of  battle  until  stricken 
down  by  three  serious  wounds." 

6.  Hawthorne  tells  us  in  the  story  that  all  the  inhab- 
itants of  the  valley,  grown  people  and  children,  had  a 
kind  of  familiarity  with  the  Great  Stone  Face,  although 
some  possessed  the  gift  of  distinguishing  it  more  clearly 
than  others.  Such  will,  no  doubt,  be  the  case  with 
those  who  read  of  it.  A  face  with  a  forehead  one  hun- 
dred feet  high ;  with  nose,  lips,  and  chin  in  proportion ; 
and  set  well  up  on  the  perpendicular  side  of  a  moun- 


406  TEACHING  TO  READ 

Stone  Face  was  a  work  of  Nature  in  her  mood  of  ma- 
jestic playfulness,  formed  on  the  perpendicular  side 
of  a  mountain  by  some  immense  rocks,  which  had 
been  thrown  together  in  such  a  position  as,  when  viewed 
at  a  proper  distance,  precisely  to  resemble  the  features 
of  a  human  countenance.  It  seemed  as  if  an  enormous 
giant,  or  a  Titan,  had  sculptured  his  own  likeness  on 
the  precipice.  There  was  the  broad  arch  of  the  fore- 
head, a  hundred  feet  in  height ;  the  nose,  with  its  long 
bridge ;  the  vast  lips,  which,  if  they  could  have  spoken, 
would  have  rolled  their  thunder  accents  from  one  end 
of  the  valley  to  the  other. 

It  was  a  happy  lot  for  children  to  grow  up  to  man- 
hood or  womanhood  with  the  great  stone  face  before 
their  eyes,  for  all  the  features  were  noble,  and  the 
expression  was  at  once  grand  and  sweet,  as  if  it  were 
the  glow  of  a  vast,  warm  heart,  that  embraced  all 
mankind  in  its  affection,  and  had  room  for  more. 

The  Great  Ston*  Face  —  NATHANIEL  HAWTHORNE. 

tain,  must  be  "  viewed  at  a  proper  distance  "  even  by 
the  imagination. 

'  True  it  is,"  says  the  story,  "  that,  if  the  spectator  ap- 
proached too  near,  he  lost  the  outline  of  the  gigantic  visage, 
and  could  discern  only  a  heap  of  ponderous  and  gij: 
rocks,  piled  in  chaotic  ruin  one  upon  another.  Retrace  his 
steps,  however,  the  wondrous  features  would  again  be  seen; 
and  the  further  he  withdrew  from  them,  the  more  like  a 
human  face  .  .  .  did  they  appear;  until,  as  it  grew  dim 
in  the  distance  with  the  clouds  and  glorified  vapor  of  the 
mountains  clustering  about  it,  the  Great  Stone  Face  seemed 
positively  alive." 

Titans,  Greek  mythological  characters  of  gigantic  size  and 
enormous  strength,  who,  in  their  wars,  could  pile  mountains 
upon  mountains. 


CULTIVATION  OF  THE  IMAGINATION  407 

7.         Old  homestead  !     In  that  old  gray  town, 

Thy  vane  is  seaward  blowing, 
Thy  slip  of  garden  stretches  down 

To  where  the  tide  is  flowing ; 
Below  they  lie,  their  sails  all  furled, 
The  ships  that  go  about  the  world. 

Dearer  that  little  country  house, 

Inland,  with  pines  beside  it ; 
Some  peach  trees,  with  unfruitful  boughs, 

A  well,  with  weeds  to  hide  it : 
No  flowers,  or  only  such  as  rise 
Self-sown,  poor  things,  which  all  despise. 

Dear  country  home  !     Can  I  forget 

The  least  of  thy  sweet  trifles  ? 
The  window  vines  that  clamber  yet, 

Whose  blooms  the  bee  still  rifles  ? 
The  roadside  blackberries  growing  ripe, 
And  in  the  woods  the  Indian  pipe. 

The  Country  Life  —  RICHARD  HENRY  STODDARD. 

If 2.  Why  should  such  lips  have  rolled  thunder 
accents? 

1(3  •  "  According  to  the  belief  of  many  people,  the  valley 
owed  much  of  its  fertility  to  this  benign  aspect  that  was  con- 
tinually beaming  upon  it,  illuminating  the  clouds,  and  infus- 
ing its  tenderness  into  the  sunshine." 

7.  When  the  setting  of  the  poem  is  unknown,  a 
suitable  one  can,  if  necessary,  usually  be  inferred  from 
the  text,  or  invented. 

STANZA  I.  Whose  homestead  would  you  imagine  this 
to  be  from  the  context  ? 

What  difference  is  there  in  the  suggestiveness  of  old 
gray  and  gray  old? 


408  TEACHING  TO  READ 

8.    In  midst  of  wide  green  pasture-lands,  cut  through 
By  linesof  alders  bordering  deep-banked  streams, 
Where  bulrushes  and  yellow  iris  grew, 

And  rest  and  peace,  and  all  the  flowers  of  dreams, 
The  abbey  stood  —  so  still,  it  seemed  a  part 
Of  the  marsh-country's  almost  pulseless  heart. 

The  Monk's  Magnificat  —  E.  NESBIT. 

Of  what  use  in  the  description  is  line  2  ? 

What  are  we  talking  about  in  line  3  ?  What  is  said 
about  it  ? 

Lines  5  and  6  are  a  good  expression  study  in  the  in- 
verted order.  The  plural  significance  of  they  is  impor- 
tant, lest  the  hearers,  not  yet  having  the  idea  (ships) 
to  which  it  refers,  imagine  that  it  refers  to  something 
already  mentioned.  The  necessary  touch  upon  they 
helps  to  do  away  with  "  jingle." 

STANZA  2.  Note  the  love  the  poet  has  for  even  the 
imperfections  and  unpraiseworthy  characteristics  of 
the  place.  Can  you  feel  any  spirit  of  condemnation 
as  you  read  about  the  weeds  and  wild  flowers  and  the 
unfruitful  character  of  the  trees  ? 

Dearer,  —  than  the  things  of  the  city,  of  which  he 
speaks  in  foregoing  stanzas. 

Richard  Henry  Stoddard  was  born  in  Hingham,  Mass. 
His  father  was  a  sea  captain. 

8.  Sometimes  it  is  a  good  exercise  for  the  teacher 
to  read  the  lines  and  have  the  pupils  try  to  "  see  " 
the  picture,  modifying  or  changing  it  as  the  various 
stages  of  the  text  suggest.  To  do  that,  they  must 
learn  to  look  beyond  the  schoolroom  walls.  Many 
will  prefer  to  close  their  eyes.  The  teacher,  too,  must 


CULTIVATION  OF  THE  IMAGINATION  409 


"  see,"  else  her  voice  and  manner  will  not  be  true  to 
the  sentiment,  and,  if  it  is  not  true,  it  will  hinder  the 
development  of  the  picture  in  the  pupils'  minds.  To 
that  end,  she  must  know  her  lines.  The  more  nearly 
memorized  they  are,  the  better.  No.  8  presents  good 
material  for  such  an  exercise,  because  the  successive 
stages  of  the  pictures  are  clean-cut  and  clear. 

When  a  picture  group  has  a  number  of  modifying 
ideas,  it  is  well  to  present  it  first  entire,  and  then  re- 
present it,  dwelling  upon  the  modifying  characteristic, 
thus : 

In  midst  of  wide  green  pasture-lands, 

In  midst  —  of  wide  —  green  —  pasture  —  lands 

Then  question :  What  did  in  midst  suggest  to  you  ? 
Ans.  The  wide  green  pasture-lands  must  be  all  about 
the  abbey. 

(The  pupils  are  not  ready  to  attempt  the  picture  until 
its  central  figure,  the  abbey,  is  clearly  defined  and 
understood.) 

What  did  wide  suggest  to  you  ?  Ans.  Almost  level, 
open  fields  in  every  direction. 

Notice  the  fresh,  well-watered  condition  suggested 
in  green.  Would  the  scene  have  been  as  soothing  and 
restful  if  the  poet  had  chosen  yellow  fields  of  ripened 
•grain?  Would  not  such  a  scene  have  been  more  sug- 
gestive of  work  ?  Which  is  the  more  soothing,  restful 
color  to  the  eye,  —  yellow  or  green  ? 

How  might  our  picture  have  differed  had  not  pasture 
been  inserted  ? 

The  teacher  may  continue  the  presentation  of  the 
picture  through  portions  suggested  on  the  next  page. 

TURNER,   TEACH.    TO    READ 27 


410  TEACHING  TO  READ 

9.  Drawing  his  sword,  he  traced  a  line  with  it  on  the 
sand  from  east  to  west.  Then  turning  toward  the  south, 
'  Friends  and  comrades  !  "  he  said,  "  on  that  side  are 
toil,  hunger,  nakedness,  the  drenching  storm,  desertion, 
and  death ;  on  this  side,  ease  and  pleasure.  There 
lies  Peru  with  its  riches ;  here  Panama  and  its  poverty. 
Choose,  each  man,  what  best  becomes  a  brave  Castilian. 
For  my  part  I  go  south. "  So  saying,  he  stepped  across 
the  line. 

Pizarro  on  the  Isle  of  Gallo  —  WILLIAM  HICKLING  PRE SCOTT. 

Cut  through  —  by  lines  of  alders  —  bordering  deep- 
banked  streams, —  where  bulrushes  —  and  yellow  iris  — 
grew,  —  and  rest  —  and  peace  —  and  all  the  flowers  of 
dreams,  —  the  abbey  stood, — so  still  —  it  seemed  a  part 
of  the  marsh-country's  almost  pulseless  heart. 

Give  plenty  of  time  for  pictures  to  grow,  and  repeat 
in  parts  as  before  suggested,  whenever  a  portion  seems 
too  complicated.  Slighting  a  part  of  a  compound  word 
may  alter  a  picture ;  —  for  example,  deep-banked;  marsh- 
country. 

Alders,  bulrushes,  and  yellow  iris.  —  Pupils  cannot 
put  plants  into  a  picture  if  they  know  nothing  about 
them,  and  there  is  no  use  in  repeating  the  word  if  it 
means  nothing  to  them.  The  teacher  can  always  suc- 
ceed by  pictures  or  blackboard  illustrations  or  descrip- 
tion in  giving  some  idea  of  an  object. 

What  are  flowers  of  dreams? 

9.  See  what  he  did ;  do,  in  imagination,  what  he 
did ;  see  what  he  saw;  try  to  feel  what  he  felt. 

How  long  a  line  would  he  trace  ?  How  long  would 
it  take  him  to  do  it  ? 

Pizarro  (pi  zar'ro),  the  conqueror  of  Peru. 


CULTIVATION  OF  THE  IMAGINATION  411 

10.  The  antlered  monarch  of  the  waste 
Sprung  from  his  heathery  couch  in  haste. 
But  ere  his  fleet  career  he  took, 

The  dew-drops  from  his  flanks  he  shook,; 
Like  crested  leader  proud  and  high 
Tossed  his  beamed  frontlet  to  the  sky. 

The  Lady  of  the  Lake.     Canto  I  —  SIR  WALTER  SCOTT. 

11.  The  sun   rose   high,   and   sank,   and  the   battle 
still  raged.     Through   all  the  wild  October  day,  the 


After  Balboa  had  crossed  the  isthmus  of  Darien,  in  1513, 
he  turned  to  the  southward  and  penetrated  many  miles  into 
the  country.  Subsequently,  Francisco  Pizarro,  a  brave  but 
cruel  leader,  who  had  accompanied  Balboa  in  the  previous 
expedition,  sailed  from  Panama  with  a  company  of  less  than 
two  hundred  men,  and  landed  on  the  western  coast  of  Peru 
—  the  wealthiest  and  most  powerful  state  in  America  at  the 
time  of  the  discovery.  By  means  of  the  basest  treachery 
and  the  most  revolting  cruelties,  Pizarro  succeeded  in  effect- 
ing the  conquest  of  the  country. 

New  General  History  —  ANDERSON. 

10.  See  Introduction,  page  396. 

Wherein  lies  the  opposition  in  the  thoughts  connected 
by  but? 

Try  to  feel  the  meaning  in  proud  and  see  the  action 
in  tossed. 

Frontlet,  the  forehead,  especially  of  an  animal. 
Beamed,   furnished  with,  or   having  beam.      Beam,  the 
main  stem  of  a  deer's  horn. 

11.  See  Introduction  concerning  time.     The  rising 
of  the  sun  and    its  sinking   are    many   hours    apart. 


4I2 


TEACHING  TO  READ 


clash  and  din  resounded  in  the  air.  In  the  red  sunset, 
and  in  the  white  moonlight,  heaps  upon  heaps  of  dead 
men  lay  strewn,  a  dreadful  spectacle,  all  over  the  ground. 

Child's1  History  of  England  —  CHARLES  DICKENS. 

12.  She  sudden  gave 

The  sign,  and  each  impatient  brave 
Shot  sudden  in  the  sounding  wave ; 
The  startled  waters  gurgled  round ; 
Their  stubborn  strokes  Kept  sullen  sound. 
Now  side  by  side  the  rivals  plied, 
Yet  no  man  wasted  word  or  breath ; 
All  was  as  still  as  stream  of  death. 
Now  side  by  side  their  strength  was  tried, 
They  near  the  shore  at  last ;  and  now 
The  foam  flies  spouting  from  a  face 
That  laughing  lifts  from  out  the  race. 

The  Sioux  Chiefs  Daughter  —  JOAQUIN  MILLER. 


All  a  wild  October  day  would  be  about  how  many  hours  ? 
The  rtd  suns  ft  and  the  white  moonlight  are  not  so  far 
apart,  but  they  are  suggestive  of  very  different  picture 
effects. 

Try  to  imagine  what  heaps  upon  heaps  of  dead  men 
would  mean. 

All  over  the  ground  —  a  ground  large  enough  for 
a  battle  between  thousands  of  men  to  take  place  on  it. 

12.  An  Indian  maid  promises  to  give  her  hand  and 
heart  to  the  one  of  two  rivals  who  could  first  bring  to 
her  a  bunch  of  red  berries  from  across  a  "  wild  and 
wide  "  stream.  Such  a  stream  cannot  be  crossed  in 
as  few  minutes  as  are  required  for  the  reading  of  these 
words.  The  reader  must  read  into  the  poem  the  con- 


CULTIVATION  OF  THE  IMAGINATION  413 

13.  Mont  Blanc  is  the  monarch  of  mountains; 

They  crowned  him  long  ago 
On  a  throne  of  rocks,  in  a  robe  of  clouds, 
With  a  diadem  of  snow. 

Manfred.     Act  I.    Scene  I  —  LORD  BYRON. 

14.  The  curfew  tolls  the  knell  of  parting  day, 

^  The  lowing  herd  winds  slowly  o'er  the  lea, 
The  plowman  homeward  plods  his  weary  way, 
And  leaves  the  world  to  darkness  and  to  me. 

Now  fades  the  glimmering  landscape  on  the  sight, 
And  all  the  air  a  solemn  stillness  holds, 

Save  where  the  beetle  wheels  his  droning  flight, 
And  drowsy  tinklings  lull  the  distant  folds ;    . 

Save  that  from  yonder  ivy-mantled  tower, 
The  moping  owl  does  to  the  moon  complain 

Of  such  as,  wandering  near  her  secret  bower, 
Molest  her  ancient  solitary  reign. 

Elegy  in  a  Country  Churchyard  —  THOMAS  GRAY. 


tinuous  effort  suggested  between  the  lines  and  behind 
the  words. 

Apply  the  suggestions  given  in  No.  8. 

13.  Figurative    language    always     appeals    to    the 
imagination. 

Mont  Blanc  (moN'  blaisr'),  the  highest  mountain  in  France. 

14.  SUGGESTIVE  LESSON: 

The  work  of  a  good  illustrator  is  remunerative. 
Suppose  that  to  be  your  profession,  and  that  you  have 
accepted  an  order  to  illustrate  the  "  Elegy".  Let  us 


414  TEACHING  TO  READ 

see  how  many  of  the  ideas  in  these  stanzas  present 
picture  possibilities.  Imagine  a  space  on  the  blackboard 
to  be  a  canvas.  Tell  what  you  would  paint  on  it  to 
show  the  story  of  the  first  line. 

Suggestive  Ans.  (An  ideal  answer.  Not  the  one 
that  a  pupil  will  probably  give,  —  at  least,  not  on  first 
trial.)  --  I  would  paint  an  old  church  tower,  with  a 
belfry,  and  perhaps  just  a  suggestion  of  the  bell  within. 
It  would  be  a  sunset  scene ;  but  not  a  gorgeous  sunset 
of  red  and  gold,  because  the  brilliant  colors  would 
Hardly  be  in  Keeping  with  a  mournful  poem:  so  I  will 
make  it  a  later  hour  of  sunset,  and  show  only  as  much 
of  the  reflected  light  as  will  be -necessary  to  suggest  the 
time  of  day. 

Q.     Why  do  you  choose  an  old  church  ? 
•  Ans.     O,  --  because  it  is  more  suggestive  to  me  of 
still  and  quiet  meditation. 

Teacher.  Now  read  the  line  (or,  rather,  give  it, 
since  you  know  the  words)  and  try  to  see  the  picture  as 
you  read  it. 

The  curfew  (see  the  church  tower)  tolls  (hear  the  bell) 
the  knell  (near  it)  of  parting  day  (see  it). 

Q.     Paint  a  picture  for  the  second  line. 

Ans.  I  would  keep  my  church  tower  and  my  sunset, 
but  they  would  be  put  a  little  farther  away,  and, 
somehow,  I  would  make  them  less  prominent.  Then 
I  would  bring  in  green  pasture  lands  (but  not  too 
bright),  and  a  lane,  and  along  the  lane  I  would  have 
cows,  —  not  a  number  driven  along  together  by  a  boy 
or  a  dog,  but  just  straggling  ones,  coming  home  by 
instinct  and  cropping  the  grass  here  and  there  as  they 
come. 

Q.     Where  do  you  get  that  idea  of  the  cows  ? 

Ans.     It  is  the  one  I  seem  to  see  in  lowing  and  winds. 

Teacher.     Read  the  line  and  see  your  picture. 

Suggestive  Criticism.  I  think  your  cows  came  home 
pretty  fast,  after  all.  I  don't  think  they  stopped  to 
eat  any.  Did  you  see  them  do  it  ? 


CULTIVATION  OF  THE  IMAGINATION  415 

Q.     Paint  a  picture  for  the  third  line. 

Ans.  I  would  have  the  church  tower  and  the  sunset, 
but  the  tower  would  be  farther  off  this  time,  and  not 
quite  so  large.  I  would  keep  the  lane,  and  a  cow  or 
two  (they  would  not  be  quite  as  noticeable  as  in  the 
picture  before).  Then  I  would  paint  a  team  of  horses 
coming  along  the  lane.  They  would  be  farm  horses,  - 
plodding  ones,  —  and  they  would  be  rather  tired  and 
their  heads  would  not  be  high.  They  would  be 
dragging  an  overturned  plow,  and  the  lines  would  be 
looped  up  on  the  side  of  one.  The  plowman  would 
be  beside  them,  "  plodding  "  along,  and  something  in 
his  appearance  would  suggest  that  he  was  tired  and 
walking  heavily.  Maybe  I'd  show  a  little  cottage  in 
the  distance,  —  and  a  barn,  —  I'm  not  sure  whether  I 
could  get  it  all  in. 

Teacher.  Then  read  the  line,  and  see  if  you  can  get 
it  all  into  your  reading. 

Q.     Who  is  me  in  the  fourth  line  ? 

Ans.     The  poet. 

Q.     Paint  the  fourth  picture. 

Ans.  The  plowman  and  the  cows  have  disappeared. 
The  sun  has  sunk  from  sight.  The  old  church  tower 
comes  into  the  foreground  again.  Below  it  and  beyond 
it,  are  the  graves,  —  the  white  tombstones  softened 
by  the  fading  light.  A  fence  seems  to  be  there,  and 
over  the  fence  a  man  is  leaning.  He  seems  to  have 
been  there  a  good  while.  I  think  he  has  watched  the 
cows  come  home,  and  the  sun  sink  down,  and  the 
shadows  creep  on,  and  the  graveyard  grow  still ;  and 
now  he  feels  it,  and  he  likes  it,  and  he  isn't  afraid. 

Teacher.  Then  you  watch  it  as  he  has  watched  it, 
while  you  read  the  four  lines,  and  see  if  you  can  make 
the  darkness  and  the  stillness  come  on  for  us.  Just 
wait  one  moment  until  we  can  get  a  glimpse  of  the  pic- 
ture and  feel  like  it,  to  help  you  out.—  -Now. 

Stanza  2.  The  fading  of  the  glimmering  landscape 
would  be  hard  to  paint.  We  feel  the  effect :  we  feel 


416  TEACHING  TO  READ 

15.  The  day  is  done,  and  the  darkness 

Falls  from  the  wings  of  Night, 
As  a  feather  is  wafted  downward 
From  an  eagle  in  his  flight. 

The  Day  is  Done  —  HENRY  WADSWORTH  LONGFELLOW. 

16.  The  last  rays  of  the  sun  to-day,  —  a  handful  of 
golden    arrows,  —  were   shot  through  the  beeches    at 
5   P.M.,   and   the  last   of   the    roostward-flying   crows 
passed  over  ten  minutes  later.     An  hour  afterwards 
the  night  had  set  in,  breezy,  cold,  clear,  and  moonlit. 
Does  an  October  night  need  anything  else  ? 

An  October  Evenings  Ramble  —  CHARLES  CONRAD  ABBOTT. 


the  solemn  stillness  that  the  brush  cannot  portray. 
The  single  beetle  wheeling  his  droning  flight  would  make 
a  suggestive  picture,  but  the  sound,  —  like  the  buzz 
of  a  single  fly  on  the  windowpane  on  a  sleepy  after- 
noon,—  is  most  suggestive  of  stillness  and  rest.  A 
single  beetle,  a  single  fly,  the  chirp  of  a  single  bird, 
throws  the  stillness  into  contrast;  a  dozen  would 
disturb  and  break  it. 

Tinkling*  are  bright  and  cheery  when  the.  cows  are 
hungrily  cropping  their  food,  —  drowsy  is  another  effect. 

STANZAS.  Save.  —  Except.  Be  careful  that  your 
hearers  grasp  the  fact  that  they  must  consider  a  second 
exception  to  the  stillness.  Its  presence  makes  a  long 
sentence  and  a  good  deal  to  think  about.  Tell  them 
that  they  are  to  "  except "  another  condition,  but  do 
not  hurry  them  into  it  without  a  chance  to  prepare  for  it. 

Moping  owl. —  Not  yet  quite  awake.  When  do  owls 
sleep  r 

Wandering.  —  Not  an  energetic  word. 

Bower.  —  A  recess  sheltered  or  covered  with  foliage. 
Secret  bower.  —  Are  owls'  nests  easy  to  find  ? 

Verify  the  use  of  reign,  solitary ,  ancient. 


CULTIVATION  OF  THE  IMAGINATION  417 

17.    Now  came  still  Evening  on,  and  Twilight  gray 
Had  in  her  sober  livery  all  things  clad ; 
Silence  accompanied ;   for  beast  and  bird, 
They  to  their  grassy  couch,  these  to  their  nests 
s  Were  slunk,  all  but  the  wakeful  nightingale ; 
She  all  night  long  her  amorous  descant  sung; 
Silence  was  pleased  :   now  glowed  the  firmament 
With  living  sapphires :  Hesperus,  that  led 
The  starry  host,  rode  brightest,  till  the  Moon, 
10  Rising  in  clouded  majesty,  at  length, 

Apparent  queen,  unveiled  her  peerless  light, 
And  o'er  the  dark  her  silver  mantle  threw. 

Paradise  Lost.     Book  IV  —  JOHN  MILTON. 


15-17.  When  you  have  studied  these  descriptions 
of  the  coming  on  of  night,  compare  them  with  No.  14. 

15.  How  do  you  like  the  feather  comparison? 
Remember  that  an  eagle  flies  high.  Does  darkness 
come  on  much  more  quickly,  some  nights  than  others  ? 
In  spite  of  much  criticism,  there  is  a  beauty  in  the  lines 
that  will  continue  to  appeal  to  our  senses. 

How  do  you  like  the  suggestion  in  wings  of  Night? 
Notice  that  Night  is  personified. 

Is  the  meter  of  No.  15  or  No.  14  the  better  adapted 
to  the  thought  ? 

17.  Why  still  Evening  ?  Gray  Twilight  ?  Explain 
sober  livery.  Is  silence  personified  ?  —  Compare  lines 
3  and  7. 

They.  — Who?  These. —  Which?  When  before 
have  we  had  an  animal's  bed  called  a  couch? 

Do  you  like  the  word  slunk  (line  5)  ? 

Slink,  to  sneak ;   to  creep  away  meanly ;   to  steal  away. 


41 8  TEACHING  TO  READ 

18.        With  klingle,  klangle,  klingle, 

Way  down  the  dusty  dingle, 

The  cows  are  coming  home ; 
Now  sweet  and  clear,  and  faint  and  low, 
The  airy  tinklings  come  and  go, 
Like  chimings  from  some  far-off  tower, 
Or  patterings  of  an  April  shower 
That  makes  the  daisies  grow- 

Ko-ling,  ko-lang,  kolinglelingle, 

Way  down  the  darkening  dingle 

The  cows  come  slowly  home. 

When  the  Cows  Come  Home  —  AGNES  E.  MITCHELL. 


Descant,  a  variation  of  an  air;  a  variation  by  ornament 
of  the  main  subject. 

•     What  was  the  nightingale's  subject  ? 

Why  was  Silence  pleased  (line  7)  ? 

Explain  the  comparison  in  sapphires.  Why  living 
sapphires? 

Hesperus,  the  evening  star.  It  is  the  most  brilliant  of  all 
the  planetary  bodies. 

How  did  Hesperus  lead  ? 

How  might  clouds  lend  majesty  to  the  rising  of  the 
moon  (lines  9  and  10)  ? 
Why  apparent  queen  ? 

"  What  is  apparent  is  easily  and  quickly  understood  by 
the  senses  or  the  mind." 

Unveiled.  —  How  ?  Meaning  of  peerless  ?  Notice 
that  by  making  use  of  the  beautiful  Hesperus  the  poet 
enhances  the  beauty  of  his  moon. 

How  long  did  Hesperus  ride  brightest  ? 

How  do  you  like  the  idea  of  the  Moon  throwing  a 


CULTIVATION  OF  THE  IMAGINATION  419 

19.    Lead  out  the  pageant :   sad  and  slow, 
As  fits  a  universal  woe, 
Let  the  long,  long  procession  go, 
And  let  the  sorrowing  crowd  about  it  grow, 
And  let  the  mournful  martial  music  blow; 
The  last  great  Englishman  is  low. 

Ode  on  the  Death  of  the  Duke  of  Wellington  —  ALFRED  TENNYSON. 


silver  mantle  over  the  dark  ?    The  idea  of  the  dark  cov- 
ering other  things  is  much  more  common  in  literature. 
What  is  your  opinion  of  the  mind  of  the  man  who 
could  think  such  beautiful  thoughts  ?     Do  you  wonder 
that  he  is  called  one  of  the  greatest  English  poets  ? 

1 8.  Sounds  may  be  imagined  as  well  as  sights. 
Watch  the  phrasing.     The  airy  tinklings  come  and  go 

—  how?    Let  or  help  you.    What  kind  of  an.  April  shower? 

19.  Duke  of  Wellington,  the  great  British  general  who 
defeated  Napoleon   at  Waterloo.     He  died  in   1852,  when 
Tennyson  was  forty-three  years  old.     The  ode  was  published 
on  the  day  of  the  funeral,  which  was  attended  by  all  the 
pomp  and  ceremony  that  English  patriotism  could  suggest. 

How  different  from  No.  18 !  Can  you  hear  the 
mournful  martial  music?  Can  you  imagine  the  funeral 
pace  ? 

Let  the  long,  long  procession  go  —  how  ?  What  does 
the  colon  in  line  I  say  ? 

The  regulation  of  time  in  reading  is  suggested  by  the 
character  of  what  is  read.  The  mind's  estimate  of  the 
thought  is  the  regulator.  It  regulates  it  through  the 
amount  of  collateral  thinking  that  it  arouses  or  requires  ; 
that  is,  by  the  reasoning  it  engenders,  the  pictures  it 


420  TEACHING  TO  READ 

suggests,  the  emotion  it  calls  up.  We  do  not  read 
No.  19  slowly  in  imitation  of  the  funeral  procession, 
but  because'of  the  largeness  of  the  idea  to  be  grasped, 
the  impressiveness  of  the  thoughts  set  before  us,  the  re- 
tarding influence  of  sadness  and  sorrow,  and  a  sym- 
pathetic response  to  the  rate  of  action  described. 

We  do  not  necessarily  read  swiftly  occurring  inci- 
dents at  a  fast  rate.  Indeed,  many  rapidly  moving 
scenes  are  described  slowly  and  with  long  thought-filled 
pauses,  because,  as  has  already  been  pointed  out  in 
No.  12,  words  and  sentences  may  suggest  actions  many 
times  out  of  proportion  with  the  actual  time  con- 
sumed in  utterance.  To  read  such  words  and  sen- 
tences fast,  is  only  to  confuse  a  listener  and  to  blur  or 
strike  out  the  suggested  collateral  thought.  One  sen- 
tence, —  particularly  in  poetry,  —  may  suggest  pictures 
or  ideas  that  it  would  require  many  sentences  to  para- 
pln.ise.  Dwelling  on  selections  particularly  adapted 
to  "  studies  in  time  "  develops  emotional  appreciation 
and  power  of  the  imagination.  We  therefore  say  to 
pupils : 

"  We  do  not  ask  you  to  read  fast  or  slowly,  but  only 
to  study  the  selections  and  try  to  express  every  idea 
that  lies  in. each  one.  When  a  word  or  a  sentence  ex- 
presses or  suggests  something  to  you,  —  something  im- 
portant, or  something  beautiful,  or  whatever  it  may 
be,  —  try  to  see  it  or  to  understand  it  so  perfectly  your- 
self that  you  can  make  others  see  and  understand  it, 
too,  —  and  by  using  only  the  exact  words  in  the  book. 
Oftentimes  it  is  easy  enough  to  explain  what  we  mean 
if  we  are  allowed  to  talk  about  it,  but  in  reading  we 
must  utter  the  difficult  sentences  in  such  a  way  that 
they  will  explain  themselves. " 


CULTIVATION  OF  THE   IMAGINATION  421. 

20.  THE  LARK  IN  THE  GOLD  FIELDS 
From  //  Is  Never  Too  Late  to  Mend. 

1.  A  group  of  rough  miners  were  standing  near  a 
lark's  cage  in  far-away  Australia. 

"  Hush  !  "  cried  one;  "  he  is  going  to  sing."  And 
the  whole  party  had  their  eyes  turned  with  expectation 
toward  the  bird. 

2.  Like  most  singers,  he  kept  them  waiting  a  bit. 
But  at  last,  just  at  noon,  when  the  mistress  of  the  house 
had  warranted  him  to  sing,  the  little  feathered  exile 
began  as  it  were  to  tune  his  pipes.     The  savage  men 
gathered   round  the   cage  that   moment,   and   amidst 
a  dead  stillness  the  bird  uttered  some  very  uncertain 
chirps;    but   after  a  while   he   seemed   to   revive   his 
memories,  and  call  his  ancient  cadences  back  to  him 
one  by  one,  and  string  them  sotto  voce. 

3.  And  then  the  same  sun  that  had  warmed  his  little 
heart  at  home  came  glowing  down  on  him  here,  and  he 
gave  music  back  for  it  more   and  more,  till,  at  last, 
amidst  the  breathless  silence  and  glistening  eyes  of  the 
rough  diggers  hanging  on  his  voice,  out  burst  in  that 
distant  land  his  English  song. 

4.  It  swelled  his  little  throat,  and  gushed  from  him 
with  thrilling  force  and  plenty ;    and  every  time  he 
checked  his  song  to  think  of  its  theme,  -  -  the  green 
meadows,    the   quiet-stealing   streams,    the   clover   he 
first  soared  from,  and  the  spring  he  loved  so  well, — 
a  loud  sigh'from  many  a  rough  bosom,  many  a  wild  and 
wicked   heart,   told   how  tight   the  listeners   had   held 
their  breath  to  hear  him.     And  when  he  swelled  with 
song   again,   and   poured   with   all   his   soul  the  green 
meadows,  the  quiet  brooks,  the  honey  clover,  and  the 
English    spring,    the    rugged    mouths    opened    and    so 
stayed,  and  the  shaggy  lips  trembled,  and  more  than 
one  tear  trickled  from  fierce,  unbridled  hearts,  down 
bronzed  and  rugged  cheeks.     Sweet  home  ! 


422  TEACHING  TO  READ 

5.  And  these  shaggy  men,  full  of  oaths  and  strife  and 
cupidity,  had  once  been  white-headed  boys,  and  most 
of  them   had   strolled   about   the   English   fields   with 
little  sisters  and  little  brothers,  and  seen  the  lark  rise 
and  heard  him  sing  this  very  song.     The  little  play- 
mates lay  in  the  churchyard,  and  they  were  full  of  oaths 
and  drink,  and  lusts  and  remorses,  —  but  no  note  was 
changed  in  this  immortal  song. 

6.  And  so,  for  a 'moment  or  two,  years  of  vice  rolled 
away  like  a  dark  cloud  from  the  memory,  and  the  past 
shone  out  in  the  song-shine;    they  came  back  bright 
as   the    immortal    notes    that    lighted    them,  —  those 
faded  pictures  and  those  fleeted  days;    the  cottage; 
the  old  mother's  tears  when  he  left  her  without  one 
grain  of  sorrow;    the  village  church   and   its  simple 
chimes,  —  ding-dong-bell,    ding-dong-bell,    ding-dong- 
bell ;    the  clover  field  hard  by,  in  which  he  lay  and 
gambolled  while  the  lark  praised  God  overhead ;    the 
chubby   playmates   that    never   grew   to   be   wicked ; 
the  sweet,  sweet  hours  of  youth,  innocence,  and  home. 

7.  George  stayed  until  the  lark  gave  up  singing  alto- 
gether, and  then  said,  "  Now  I  am  off.     I  don't  w;mt 
to  hear  bad  language  after  that ;   let  us  take  the  lark's 
chirp  home  to  bed  with  us;"  and  they  made  off. 

8.  And  true  it  was ;  —  the  pure  strains  dwelt  upon 
their  spirits,  and  refreshed  and  purified  these  sojourners 
in  a  godless  place.     Meeting  these  two  figures  on  Sun- 
day  afternoon,    armed   each   with    a    double-barreled 
gun   and   a  revolver,  you  would  never  have   guessed 
what  gentle  thoughts  possessed  them  wholly.     They 
talked  less  than  they  did  coming,  but  they  felt  so  quiet 

and  haPPy-  CHARLES  READE. 


20.    Imagining  sounds,  continued. 
Have  the  pupils  been  forgetting  to  read  to  some  one  ? 
The  poorest  reader  in  the  class  can  learn  to  introduce 


CULTIVATION  OF  THE  IMAGINATION  423 

these  men,  a  group  of  rough  miners.  If  you  are  going 
to  introduce  a  gentleman  to  Mr.  Brown,  you  first  look 
to  Mr.  Brown  to  be  sure  that  you  have  his  attention. 
Lead  the  pupils  to  love  this  little  feathered  exile, 
wired  in  from  the  fields  and  the  skies  that  were  his 
birthright,  but  happy  in  his  memories,  and  in  the  sun- 
shine toward  which  he  could  not  soar,  —  a  little 
feathered  missionary,  pouring  forth  a  beautiful  message 
of  home  and  home  purity,  and,  all  unconsciously, 
through  the  continued  use  of  his  one  great  gift,  moving 
"  wild  and  wicked  "  hearts. 

John  Burroughs  calls  him  "  a  creature  of  light  and  air  and 
motion,  the  companion  of  the  plowman,  the  shepherd,  the 
harvester,  —  whose  nest  is  in  the  stubble  and  whose  tryst  is  in 
the  clouds."  "  Its  life,"  he  writes,  in  "  Birds  and  Poets," 
"  affords  that  kind  of  contrast  which  the  imagination  loves, 
—  one  moment  a  plain  pedestrian  bird,  hardly  distinguish- 
able from  the  ground,  the  next  a  soaring,  untiring  songster, 
reveling  in  the  upper  air,  challenging  the  eye  to  follow  him 
and  the  ear  to  separate  his  notes. 

'  The  song  is  not  especially  melodious  but  blithesome,  sib- 
ilant, and  unceasing  ...  its  notes  nearly  all  alike  and  all  in 
the  same  key,  but  rapid,  swarming,  prodigal,  showering  down 
thick  and  fast  as  drops  of  rain  in  a  summer  shower." 

Among  the  American  birds  that  compare  with  the  lark, 
he  names  the  golden-crowned  thrush,  or  ovenbird.  "  It 
frequently  sings  on  the  wing  up  aloft  after  the  manner  of 
the  lark.  Starting  from  its  low  perch,  it  rises  in  a  spiral 
flight  far  above  the  tallest  trees,  and  breaks  out  into  a  clear, 
ringing,  ecstatic  song,  sweeter  and  more  richly  modulated 
than  the  skylark's,  but  brief,  ceasing  almost  before  you  have 
noticed  it ;  whereas  the  skylark  goes  singing  away  after  you 
have  forgotten  him  and  returned  to  him  a  dozen  times." 


424  TEACHING  TO  READ 

Wordsworth  writes  of  the  lark : 

Up  with  me!   up  with  me  into  the  clouds! 

For  thy  song,  Lark,  is  strong ; 
Up  with  me,  up  with  me  into  the  clouds! 

Singing,  singing, 
With  clouds  and  sky  about  thee  ringing, 

Lift  me,  guide. me  till  I  find 
That  spot  which  seems  so  to  thy  mind ! 

Alas!  my  journey,  rugged  and  uneven, 

Through  prickly  moors  or  dusty  ways  must  wind ; 

But  hearing  thee,  or  others  of  thy  kind, 

As  full  of  gladness  and  as  free  as  heaven, 

I,  with  my  fate  contented,  will  plod  on, 

And  hope  for  higher  raptures,  when  life's  day  is  done. 

^[2.    Sotto  voce  (sot'to  vo'cha),  with  subdued  voice. 

^[3.  Do  not  miss  the  balance  between  at  home  and 
here;  distant  land  and  English. 

f  4.  Study  carefully  the  formation  of  the  first  sen- 
tence. What  do  the  ands  tell  you  ? 

Trace  the  natural  order  of  the  second  sentence. 
What  is  the  leading  thought  ? 

^[5.  What  are  the  contrasting  thoughts  in  sentence 
I  ?  In  sentence  2  ? 

Trace  the  references  between  sentences  2  and  i  : 

these  shaggy  men,  had  once  been         The   little   playmates 

white-headed  boys,  lay  in  the  churchyard, 

and  and 

most  of  them  had  strolled. .  .  with  they  were  full  of  oaths 

little  sisters  and  little  brothers,  and  drink,  and  lusts  and  ' 

remorses,  — 

and  but 

seen  the  lark  rise  and  heard  him  no  note  was  changed  in 

sing  this  very  song.  this  immortal  song. 


CULTIVATION  OF  THE  IMAGINATION 


425 


Wherein  lies  the  contrast  in  the  thoughts  connected 
by  but?  The  equality  in  those  connected  by  and? 

1f6.  How  many  sentences  ?  Does  it  tell  us  that 
these  men  were  permanently  reformed  ?  But  what 
great  contrast  was  wrought  for  a  moment  ?  Does  it 
tell  us  that  the  work  was  not  permanent  with  any  ? 
Can  we  imagine  that  it  might  be  ? 

They  (line  3).  —  What?  When  the  idea  or  ideas 
referred  to  follow  instead  of  precede,  careful  manage- 
ment of  the  pronoun  is  necessary.  It  must  be  presented 
to  the  hearers  in  such  a  way  that  they  will  see  that  it 
does  not  refer  to  anything  already  mentioned,  and  will 
wait  for  the  explanation.  Then,  when  the  explanation 
does  come,  it  must  be  read  in  such  a  way  that  they  will 
promptly  recognize  it  and  link  it  back  with  the  word 
to  which  it  belongs.  Recall  the  first  stanza  of  No.  7. 

Let  the  semicolons  do  their  work. 


the  cottage; 

the  old  mother's  tears  —  when  he 

left   her  without  one  grain  of 

sorrow ; 

the  village  church 
and  its  simple  chimes  (ding-dong- 
bell); 


they 


those  faded  pictures 


an( 


those  fleeted  days 


the  clover  field  hard  by  —  in 
which  he  lay  and  gambolled 
while  the  lark  praised  God 
overhead ; 

the     chubby     playmates  —  that 
never  grew  to  be  wicked ; 

youth, 


the  sweet,  sweet  hours  of 


innocence, 

and 
home. 


TURNER,  TEACH.  TO  READ 


28 


426  TEACHING  TO  READ 

21.   RIP  VAN  WINKLE 
From  Rip  Van  Winkle.     The  Sketch  Book. 

1.  Whoever  has  made  a  voyage  up  the  Hudson  must 
remember  the  Kaatskill  Mountains.     They  are  a  dis- 
membered  branch   of  the  great   Appalachian   family, 
and  are  seen  away  to  the  west  of  the  river,  swelling  up 
to  a  noble  height,  and  lording  it  over  the  surrounding 
country.     Every  change  of  season,   every  change  of 
weather,  indeed,  every  hour  of  the  day,  produces  some 
change  in  the  magical  hues  and  shapes  of  these  moun- 
tains ;   and  they  are  regarded  by  all  the  goodwives,  far 
and  near,  as  perfect  barometers.  .  .  . 

2.  At  the  toot  of  these  fairy  mountains,  the  voyager 
may  have  descried  the  light  smoke  curling  up  from  a 
village,  whose  shingle  roofs  gleam  among  trie  trees, 
just  where  the  blue  tints  of  the  upland  melt  away  into 
the  fresh  green  of  the  nearer  landscape.     It  is  a  lit  tit- 
village,  of  great  antiquity,  having  been  founded  by  some 
of  the  Dutch  colonists  in  the  early  times  of  the  prov- 
ince, just  about  the  beginning  of  the  government  of 
the  good  Peter  Stuyvesant  (may  he  rest  in  peace  !), 
and   there  were  some  of  the   houses  of  the  original 
settlers  standing  within  a  few  years,  built  of  small  yellow 
bricks,  brought  from  Holland,  having  latticed  windows 
and  gable  fronts,  surmounted  with  weathercocks. 

3.  In  that  same  village,  and  in  one  of  these  very 
houses  (which  to  tell  the  precise  truth,  was  sadly  time- 
worn  and  weather-beaten), there  lived,  many  years  since, 
while  the  country  was  yet  a  province  of  Great  Britain, 
a  simple,   good-natureJ   fellow,  of  the   name  of  Rip 
Van  Winkle.     He  was  a  descendant  of  the  Van  Winkles 
who  figured  so  gallantly  in  the  chivalrous  days  of  Peter 
Stuyvesant,  and  accompanied  him  to  the  siege  of  Fort 
Christina.     He  inherited,   however,   but   little  of  the 
martial  character  of  his  ancestors.     I  have  observed 
that   he  was   a   simple,   good-natured   man ;    he  was, 


CULTIVATION  OF  THE  IMAGINATION  427 

moreover,  a  kind  neighbor  and  an  obedient  henpecked 
husband.  .  .  . 

4.  Certain  it  is  that  he  was  a  great  favorite  among 
all  the  goodwives  of  the  village,  who  as  usual  with  the 
amiable  sex  took  his  part  in  all  family  squabbles,  and 
never  failed,  whenever  they  talked  those  matters  over, 
in  their  evening  gossipings,  to  lay  all  the  blame  on 
Dame  Van  Winkle.     The  children  of  the  village,  too, 
would  shout  with  joy  whenever  he  approached.     He 
assisted  at  their  sports,  made  their  playthings,  taught 
them  to  fly  kites  and  shoot  marbles,  and  told  them  long 
stories    of  ghosts,    witches,    and    Indians.     Whenever 
he  went  dodging  about  the  village,  he  was  surrounded 
by  a  troop  of  them,  hanging  on  his  skirts,  clambering 
on  his  back,  and  playing  a  thousand  tricks  on  him  with 
impunity ;  and  not  a  dog  would  bark  at  him  throughout 
the  neighborhood. 

5.  The  great  error  in  Rip's  composition  was  an  insu- 
perable aversion  to  all  kinds  of  profitable  labor.    It  could 
not  be  from  the  want  of  assiduity  or  perseverance ;   for 
he  would  sit  on  a  wet  rock,  with  a  rod  as  long  and  heavy 
as  a  Tartar's  lance,  and  fish  all  day  without  a  murmur, 
even  though  he  should  not  be  encouraged  by  a  single 
nibble.     He  would  carry  a  fowling-piece  on  his  shoulder, 
for  hours  together,  trudging  through  woods  and  swamps, 
and  up  hill  and  down  dale,  to  shoot  a  few  squirrels  or 
wild    pigeons.     He    would    never    refuse    to    assist    a 
neighbor  even  in  the  roughest  toil,  and  was  a  foremost 
man  at  all  country  frolics  for  husking  Indian  corn,  or 
building  stone  fences ;    the  women  of  the  village,  too, 
used  to  employ  him  to  run  their  errands,  and  to  do 
such  little  odd  jobs  as  their  less  obliging  husbands  would 
not  do  for  them.     In  a  word,  Rip  was  ready  to  attend 
to  anybody's  business  but  his  own ;    but  as  to  doing 
family  duty  and  keeping  his  farm  in  order,  he  found  it 
impossible.  .  .  . 

6.  His  children,  too,  were  as  ragged  and  wild  as  if  they 
belonged  to  nobody.     His  son  Rip,  an  urchin  begotten 


428  TEACHING  TO  READ 

in  his  own  likeness,  promised  to  inherit  the  habits, 
with  the  old  clothes,  of  his  father.  He  was  generally 
seen  trooping  like  a  colt  at  his  mother's  heels,  equipped 
in  a  pair  of  his  father's  cast-off  galligaskins  which  he 
had  much  ado  to  hold  up  with  one  hand,  as  a  fine  lady 
does  her  train  in  bad  weather. 

7.  Rip  Van  Winkle,  however,  was  one  of  those  happy 
mortals,  of  foolish,   well-oiled    dispositions,  who   T;I  la- 
the world  easy,  eat  white  bread  or  brown,  whichever 
can  be  got  with  least  thought  or  trouble,  and   would 
rather  starve  on  a  penny  than  work  for  a  pound.      If 
left  to  himself,  he  would  have  whistled  life   away,  in 
perfect  contentment;    but   his   wife  kept  continually 
dinning  in  his  ears  about  his  idleness,  his  carelessness, 
and  the  ruin  he  was  bringing  on  his  family.     Morning, 
noon,  and  night,  her  tongue  was  incessantly  going,  and 
everything  he  said  or  did  was  sure  to  produce  a  torrent 
of  household   eloquence.      Rip   had   but   one   way  of 
replying  to  all  lectures  of  the  kind,  and  that,  by  frequent 
use,  had  grown  into  a  habit.     He  shrugged  his  shoulders, 
shook  his  head,  cast  up  his  eyes,  but  said  nothing.     This 
however,  always  provoked  a  fresh  volley  from  his  wife ; 
so  that  he  was  fain  to  draw  off  his  forces,  and  take  to 
the  outside   of  the   house  —  the  only   side   which,  in 
truth,  belongs  to  a  henpecked  husband. 

8.  Rip's  sole  domestic  adherent  was  his  dog  Wolf, 
who  was  as  much  henpecked  as  his  master;  for  Dame 
Van  Winkle  regarded  them  as  companions  in  idleness, 
and  even  looked  upon  Wolf  with  an  evil  eye,  as  the  cause 
of  his  master's  going  so  often  astray.     True  it  is,  in  all 
points  of  spirit  befitting  an  honorable  dog,  he  was  as 
courageous   an  animal   as  ever   scoured   the  woods  — 
but  what  courage  can   withstand   the  ever  enduring 
and  all-besetting  terrors  of  a  woman's  tongue  ?     The 
moment  Wolf  entered  the  house  his  crest  fell,  his  tail 
drooped  to  the  ground,  or  curled  between  his  legs,  he 
sneaked  about  with  a  gallows  air,  casting  many  a  side- 
long glance  at  Dame  Van  Winkle,  and  at  the  least 


CULTIVATION  OF  THE  IMAGINATION  429 

flourish  of  a  broomstick  or  ladle,  he  would  fly  to  the 
door  with  yelping  precipitation.   .  .  . 

9.  Poor  Rip  was  at  last  reduced  almost  to  despair; 
and  his  only  alternative,  to  escape  from  the  labor  of  the 
farm  and  clamor  of  his  wife,  was  to  take  gun  in  hand 
and  stroll  away  into  the  woods.  Here  he  would  some- 
times seat  himself  at  the  foot  of  a  tree,  and  share  the 
contents  of  his  wallet  with  Wolf,  with  whom  he  sym- 
pathized as  a  fellow-sufferer  in  persecution.  '  Poor 
Wolf,"  he  would  say,  "  thy  mistress  leads  thee  a 
dog's  life  of  it ;  but  never  mind,  my  lad,  whilst  I  live 
thou  shalt  never  want  a  friend  to  stand  by  thee  !  " 
Wolf  would  wag  his  tail,  look  wistfully  in  his  master's 
face ;  and  if  dogs  can  feel  pity  I  verily  believe  he  recip- 
rocated the  sentiment  with  all  his  heart. 

WASHINGTON  IRVING. 


21.  It  is  said  that  very  few  people  read  descriptions 
well.  The  inactivity  of  the  imagination  is  without 
doubt  responsible  for  much  of  the  poor  reading.  Fail- 
ing to  catch  the  full  meaning  of  the  words,  to  see  the 
full  picture  that  they  suggest,  the  words  themselves  do 
not  appeal  to  the  reader  with  their  real  value,  and, 
consequently,  are  not  rendered  in  a  manner1  suggesting 
the  same;  neither  do  they  stimulate  the  emotional 
response  which  is  such  a  vital  element  in  giving  life 
to  reading.  It  is  very  easy  to  allow  a  pupil's  pronounc- 
ing vocabulary  to  outrun  his  ideas  and  outdistance 
his  power  of  emotional  expression. 

The  reader's  responsibility  to  his- hearer  needs  to  be 
repeatedly  emphasized.  It  is  his  duty  to  present  the 
thought,  the  whole  thought,  and  the  spirit  of  the  thought. 
The  most  vivid  description  that  an  author  can  write, 
the  most  vivid  picture  that  he  can  paint,  can  issue 


430  TEACHING  TO  READ 

lifeless  and  flat  from  the  lips  of  an  unappreciative  reader. 
And  no  matter  how  appreciative  the  listener  may  be, 
he  cannot  fail  to  be  a  loser  from  such  a  presentation, 
for  his  own  imagination  cannot  soar  to  the  wonted 
height  when  weighed  down  by  a  sluggish  manner  in 
a  reader. 

All  descriptions  are  not  equally  vivid ;  the  thought 
of  all  sentences  not  equally  so,  nor  of  all  words.  The 
reader  must  learn  to  recognize  the  words  and  sentences 
that  carry  life,  to  sense  them  at  sight :  to  recognize  not 
only  the  thought-words,  but  the  life-words,  the  spirit- 
words,  the  picture-words,  and  groups  of  words.  This 
selection  is  full  of  pictures,  from  the  opening  scenic 
description  to  the  close,  and  the  dry  humor  of  Irving  is, 
as  usual,  tucking  smiles  here  and  there  between  the  lines. 

Descriptions  of  this  sort  should  always  be  given  in  the 
most  direct  and  conversational  manner  possible.  Lead 
the  readers  to  feel  that  they  have  something  interesting 
to  give,  something  that  their  hearers  have  never  heard 
before.  See  who  can  make  it  "  sound  the  most  inter- 
esting." Sometimes,  to  stimulate  effort,  a  teacher  may 
say  to  a  class:  "  If  he  makes  a  good  story  of  it,  - 
makes  it  seem  interesting  and  worth  listening  to,  you 
are  to  listen ;  but  if  he  does  not,  you  may  close  your 
eyes.  — '  Now,  John,  keep  them  awake  ! '  And 
"John"  will  make  added  effort,  and  the  teacher  will 
catch  the  rest  taking  every  opportunity  to  study  the 
passage  over  for  themselves  in  prospect  of  their  "turns." 

If  I.  The  teacher  must  be  alert  for  the  application  of 
every  principle  that  she  has  taught.  Only  a  few  will 
be  mentioned  here ;  for  instance,  the  descending  grada- 


CULTIVATION  OF  THE  IMAGINATION  431 

tion  of  ideas  in  sentence  3.  Change  to  ascending 
order.  —  Is  it  as  effective  ? 

If  2.  Why  fairy  mountains?  Can  you  describe  a 
picture  that  would  illustrate  sentence  i  ?  Where  draw- 
ing is  well  taught,  not  a  few  pupils  may  be  able  to 
sketch  such  a  picture  with  pencil  or  colors.  If  it  is 
too  difficult  to  "  see,"  it  is  too  difficult  to  read. 

What  does  the  comma  after  village  (sentence  2)  say  ? 
Try  reading  without  it. 

Peter  Stuyvesant,  last  Dutch  governor  of  New  Netherlands. 

Be  careful  that  the  bricks  do  not  have  the  latticed 
windows. 

What  were  surmounted  with  weathercocks? 

If 3.  SENTENCE  i.  Do  you  remember  how  Rip  Van 
Winkle  was  loyal  to  the  king  when  he  awoke  after  the 
Revolutionary  War?  (See  No.  21,  Chapter  XII.) 

Fort  Christina. — Near  Wilmington,  Delaware.  It  was 
built  by  Swedes  in  1638.  But  the  Dutch  claimed  the  ter- 
ritory, and  in  1654  "Governor  Stuyvesant  came  with  a  fleet 
from  New  Amsterdam  (New  York),  captured  the  country,  and 
sent  home  those  of  the  colonists  who  would  not  swear  fidelity 
to  the  Dutch  government." 

Washington  Irving  tells  us  in  the  "  Knickerbocker  History 
of  New  York "  that  "  the  impregnable  fortress  of  Fort 
Christina,  which  like  another  Troy  had  stood  a  siege  of  full 
ten  hours,  was  finally  carried  by  assault,  without  the  loss  of 
a  single  man  on  either  side." 

Catch  the  spirit  as  well  as  the  thought,  and  appre- 
ciate the  dry  humor. 

The  selection  is  full  of  pictures  :  the  evening  gossip- 
ings,  and  Rip  with  the  children  (If 4);  the  fisher,  the 


432  TEACHING  TO  READ 

hunter,  the  neighbor-helper,  the  huskings,  the  fence- 
buildings,  the  errand-runner,  and,  in  contrast,  the  un- 
kept  farm  (^5) ;  his  children,  his  son,  with  the  breeches 
he  must  hold  up  (1f6);  etc.  Try  to  catch  the  spirit 
of  the  "  happy-go-lucky  "  disposition  and  the  whistling 
(1f7),  and  do  not  miss  the  contrast  in  the  thoughts 
following  but :  the  dinning  in  his  ears,  the  incessantly 
going  tongue;  the  torrent  of  household  eloquence.  Then 
"  see  "  Rip  as  he  shrugs  his  shoulders  and  shakes  his 
head  and  casts  up  his  eyes,  —  but  says  nothing. 

When  you  see  and  feel  such  descriptions,  they  will 
never  be  monotonous  or  unattractive.  If  you  do  not 
see  and  feel,  there  is  small  gain  in  the  reading. 

Why  does  such  description  continue  popular  ? 

22.    Nothing  but   sympathetic   appreciation   of  the 
changing  conditions  can  regulate  the  time  in  such  s< 
tions  as  No.  22.     There  is  more  than  slowness  in  lines 
1-28  and  more  than  an  accelerated  rate  in  lines  29-50. 

The  influence  of  circumstances  must  be  felt  to  begin 
with.  I,  the  reader,  can  interpret  the  experiences  of 
/,  the  author,  only  so  far  as  he  can  appreciate  them, 
can  enter  sympathetically  into  them.  We  have  all 
dozed,  "  half  asleep  and  half  awake ;  "  we  have  all 
yawned  (not  to  be  compounded  with  dozing) ;  we  have 
all  lain  awake  while  others  slept,  and  wished  that  we 
could  sleep !  Healthy  boyhood  and  girlhood  may  not 
recall  this  last  experience,  but  they  can  imagine  it. 

So  /  lay  (line  13)  —  lazily  watching  the  things  before 
him  —  not  because  they  particularly  interested  him, 
but  because  they  were  within  range  of  his  vision. 
Study  the  things  described.  Notice  how  certain  words 


CULTIVATION  OF  THE   IMAGINATION  433 

22.  THE  WHITE  SQUALL 

On  deck  beneath  the  awning, 
I  dozing  lay  and  yawning ; 
It  was  the  gray  of  dawning, 

Ere  yet  the  sun  arose ; 
s  And  above  the  funnel's  roaring, 
And  the  fitful  wind's  deploring, 
I  heard  the  cabin  snoring 

With  universal  nose. 
I  could  hear  the  passengers  snorting,  - 
10  I  envied  their  disporting, 
Vainly  I  was  courting 

The  pleasures  of  a  doze.  , 

So  I  lay  and  wondered  why  light 
Came  not,  and  watched  the  twilight, 

is  And  the  glimmer  of  the  skylight, 

That  shot  across  the  deck ; 
And  the  binnacle,  pale  and  steady, 
And  the  dull  glimpse  of  the  dead-eye, 
And  the  sparks  in  fiery  eddy 

20      That  whirled  from  the  chimney-neck. 
In  our  jovial  floating  prison 
There  was  sleep  from  fore  to  mizzen, 
And  never  a  star  had  risen 
The  hazy  sky  to  speck. 

25  And  so  the  hours  kept  tolling ; 
And  through  the  dcean  rolling 
Went  brave  Iberia  bowling, 
Before  the  break  of  day,  — 


contribute  to  the  drowsiness  of  the  scene  (So  I  lay, 
twilight,  glimmer,  pale,  and  steady,  dull  glimpse),  and 
also  how  the  drowsiness  is  saved  from  monotony  by  the 


434  TEACHING  TO  READ 

When  a  squall,  upon  a  sudden, 
30  Came  o'er  the  waters  scudding ; 

And  the  clouds  began  to  gather, 

And  the  sea  was  lashed  to  lather, 

And  the  lowering  thunder  giumbled, 

And  the  lightning  jumped  and  tumbled, 
35  And  the  ship  and  all  the  ocean 

Woke  up  in  wild  commotion. 

Then  the  wind  set  up  a  howling, 

And  the  poodle  dog  a  yowling, 

And  the  cocks  began  a  crowing, 
40  And  the  old  cow  raised  a  lowing, 

As  she  heard  the  tempest  blowing; 

And  the  fowls  and  geese  did  cackle, 

And  the  cordage  and  the  tackle 

Began  to  skriek  and  crackle ; 

45  And  the  captain  he  was  bawling, 

And  the  sailors  pulling,  hauling, 

And  the  quarter-deck  tarpaulin 

Was  shivered  in  the  squalling ; 

And  the  passengers  awaken 
50  Most  pitifully  shaken. 

WILLIAM  MAKEPEACE  THACKERAY. 

sparks  in  fiery  eddy  that  whirled  from  the  chimney-neck. 

Why  a  prison  (line  21)  ? 

And  so  the  hours  kept  tolling  (line  25).  —  He  lay  awake 
a  long  time. 

Bowling,  moving  rapidly  and  smoothly. 

A  squall  (line  29).  — A  new  character  is  introduced. 
Note  the  contrasting  character  of  what  follows.  Mr. 
Thackeray  could  have  described  a  squall  without  pref- 
acing it  with  a  description  of  a  calm,  but  would  it 
have  been  as  effective  ? 


CULTIVATION  OF  THE   IMAGINATION  435 

23.  THE  ARTIST'S  SECRET 
From  Dreams. 

There  was  an  artist  once,  and  he  painted  a  picture. 
Other  artists  had  colors  richer  and  rarer,  and  painted 
more  notable  pictures.  He  painted  his  with  one  color; 
there  was  a  wonderful  red  glow  on  it ;  and  the  people 
went  up  and  down,  saying,  "  We  like  the  picture,  we 
like  the  glow." 

The  other  artists  came  and  said,  "  Where  does  he  get 
his  color  from  ?  "  They  asked  him ;  and  he  smiled  and 
said,  "  I  cannot  tell  you ;  "  and  worked  on  with  his 
head  bent  low. 

And  one  went  to  the  far  East  and  bought  costly 
pigments,  and  made  a  rare  color  and  painted,  but  after 
a  time  the  picture  faded.  Another  read  in  the  old 
books,  and  made  a  color  rich  and  rare,  but  when  he 
had  put  it  on  the  picture  it  was  dead. 

But  the  artist  painted  on.     Always  the  work  got 


White  Squall,  a  sudden  gust  of  wind,  accompanied  by 
rain ;  one  that  produces  no  diminution  of  light,  as  does  the 
black  squall,  which  is  accompanied  by  a  dark  cloud. 

The  squall  came  sudden,  its  pace  was  scudding,  the 
clouds  were  hurried,  the  sea  was  lashed,  the  lightning 
jumped  and  tumbled,  and  everything  was  confusion ; 
but  the  hearer  must  not  be  confused. 

The  action  of  the  captain  is  not  at  all  like  the  work 
of  the  sailors.  What  were  they  pulling?  Hauling? 
Why?"  Why  did  he  bawl? 

Bawl,  to  cry  with  a  loud,  full  sound ;   to  shout. 

Tarpaulin,  a  canvas  covered  with  tar,  or  any  waterproof 
cloth,  used  for  covering  the  hatches  of  a  ship,  hammocks, 
boats,  etc. 


436  TEACHING  TO  READ 

redder  and  redder,  and  the  artist  grew  whiter  and  whiter. 
At  last  one  day  they  found  him  dead  before  his  picture, 
and  they  took  him  up  to  bury  him.  The  other  men 
looked  about  in  all  the  pots  and  crucibles,  but  they 
found  nothing  they  had  not. 

And  when  they  undressed  him  to  put  his  grave- 
clothes  on  him,  they  found  above  his  left  breast  the 
ni. irk  of  a  wound  —  it  was  an  old,  old  wound,  that 
must  have  been  there  all  his  life,  for  the  edges  were 
old  and  hardened ;  but  Death,  who  seals  all  things, 
had  drawn  the  edges  together,  and  closed  it  up. 

And  they  buried  him.  And  still  the  people  went 
about  saying,  "  Where  did  he  get  his  color  from  ? ' 

And  it  came  to  pass  that  after  a  while  the  artist  was 
forgotten  —  but  the  work  lived.  QUVE  SCHREINE*. 

23.  Sometimes  some  great  truth  or  some  moral 
lesson  lies  hidden  in  a  purely  imaginative  story.  The 
artist  painted  with  his  heart's  blood ;  he  "  put  his  life 
into  his  work."  As  in  "The  Building  of  the  Ship," 

*  His  heart  was  in  his  work,  and  the  heart 
Giveth  grace  unto  every  art." 

Note  the  beauty  and  suggest iveness  of  the  sentences. 

f  i.  Can  you  imagine  why  the  writer  allowed  others 
to  paint  more  notable  pictures,  —  with  colors  richer 
and  rarer  ?  The  writer  of  an  imaginary  story  may 
arrange  such  conditions  to  suit  herself.  This  writer 
has  used  short  sentences  and  few  of  them,  so  we  m.iv 
conclude  that  she  considered  each  one  carefully  and  used 
only  those  for  which  she  had  need. 

But  the  people  liked  the  picture,  —  liked  the  glow.  The 
results  accomplished  by  the  sincere  worker,  the  one 
who  "  enters  into  his  work  with  all  his  heart,"  may 


CULTIVATION  OF  THE   IMAGINATION  437 

be  outstripped,  but  they  will  not  be  without  commen- 
dation. 

A  young  lady  was  reciting  before  a  large  class  in  one 
of  our  schools  of  elocution.  The  president  of  the 
school,  in  commenting  upon  her  effort  later  on,  re- 
marked :  "  Miss  -  -s  work  is  full  of  bad  qualities : 
she  knows  almost  nothing  of  the  art  of  expression ; 
but  she  throws  herself  so  completely  into  her  work  and 
enters  so  heartily  into  sympathy  with  her  selection,  that 
before  we  know  it  we  are  forgetting  to  be  critical,  and 
are  sitting  charmed  under  conditions  which  in  many 
others  we  could  hardly  endure." 

^[2.  I  cannot  tell  you.  —  Why  does  he  not  say, 
"  I  will  not  "  ? 

Have  you  ever  admired  the  way  some  one  "  threw 
herself  into  her  task  "  ?  Noticed  how  the  quality  lent 
beauty  and  grace  to  its  accomplishment  ?  Do  you 
think  she  recognized  the  source  of  that  particular  charm 
herself,  —  was  conscious  of  it  ? 

Worked  on.  —  Unceasing  effort :  another  quality  of 
success.  With  his  head  bent  low.  —  Humility. 

^[3.  We  can  neither  imitate  nor  purchase  of  another 
those  qualities  that  grow  in  the  heart. 

^[4.  Got  redder  and  redder. — The  improvement  that 
grows  with  honest  effort  and  perseverance. 

^[5.  The  story-teller  gives  the  "  Secret  "  only  by 
suggestion. 

Like  the  people  who  gazed  on  "  The  Great  Stone 
Face/'  some  will  see  it  more  clearly  than  others. 

Tf6.  The  world  is  full  of  people  hunting  for  the  se- 
cret of  success,  who  do  not  see  that  it  lies  in  "  putting 
the  heart  into  the  work,"  and  "  sticking  to  it." 

.    Such  has  ever  been  the  method  of  those  who 


438  TEACHING  TO  READ 

24.  THE  GLADIATOR 
From  Childt  Harold's  Pilgrimage. 

I  see  before  me  the  Gladiator  lie ; 

He  leans  upon  his  hand  —  his  manly  brow 
Consents  to  death,  but  conquers  agony, 
And  his  droop'd  head  sinks  gradually  low  — 
s  And  through  his  side  the  last  drops,  ebbing  slow 
From  the  red  gash,  fall  heavy,  one  by  one, 
Like  the  first  of  a  thundershower;   and  now 
The  arena  swims  around  him  —  he  is  gone, 
Ere  ceased  the  inhuman  shout  which  hailed  the  wretch 
who  won. 

10  He  heard  it,  but  he  heeded  not  —  his  eyes 
Were  with  his  heart,  and  that  was  far  away: 
He  recked  not  of  the  life  he  lost  nor  prize, 
But  where  his  rude  hut  by  the  Danube  lay, 
There  were  his  young  barbarians  all  at  play, 

is  There  was  their  Dacian  mother  —  he,  their  sire, 
Butchered  to  make  a  Roman  holiday  — 
All  this  rushed  with  his  blood  —  shall  he  expire 
And  unavenged  ?    Arise,  ye  Goths,  and  glut  your  ire  ! 

LORD  BYRON. 


have  done  "  things  worth  while,"  and  accomplished 
results  that  "  live." 

24.  Visions  are  pictures  seen  by  the  eye  of  the  mind. 
Lord  Byron,  lingering  about  the  amphitheater  at  Rome, 
-  as  we  can  readily  believe  that  he  did,  —  no  doubt 
peopled  it  in  his  imagination  with  the  vast  crowds 
(80,000  people)  that  used  to  gather  there.  He  could 
see,  in  his  mind's  eye,  the  gladiators  and  the  wild 
beasts ;  could  sense  the  sickening  smell  of  blood,  and 


CULTIVATION  OF  THE  IMAGINATION  439 

hear  the  huzzas  of  the  multitude  :  and  what  he  saw,  he 
makes  us  see. 

Lord  Byron  was  an  English  poet,  but  spent  many 
years  outside  his  native  country.  In  "  Childe  Harold's 
Pilgrimage,"  he  travels  through  Portugal,  Spain,  Turkey, 
Greece,  Belgium,  and  Italy.  He  spent  six  years  in 
Italy.  This  picture  of  the  gladiator  is  one  of  the 
famous  gems  among  his  works.  Why  is  it  so  good  ? 

STANZA  i.  Line  i.  The  Gladiator.  —  See  Dictionary. 
The  Romans  made  slaves  of  their  conquered  enemies. 
Those  physically  fit  were  often  trained  for  gladiators. 

Lie.  —  Spent ;  overcome. 

Line  3.  Consents  to  death,  but  will  not  show  the 
agony  that  it  is  causing  him. 

Line  9.    Why  inhuman  shout? 

STANZA  2.  The  opening  of  the  stanza  takes  us  back, 
in  time,  to  before  he  is  gone,  etc.,  line  8,  stanza  I. 

His  eyes  were  with  his  heart.  —  He,  too,  has  a  vision ; 
thus  we  have  a  picture  within  a  picture. 

Recked  not  of.  -  -  Thought  not  of. 

Danube,  Barbarians,  Dacian,  Goths  (lines  13-18).  —  On  the 
north  side  of  the  Danube  River,  there  was  at  one  time  a 
Roman  province,  called  Dacia.  About  270  A.D.  most  of  its 
inhabitants  were  driven  to  the  south  side  of  the  Danube  by 
the  Goths  and  Vandals  (barbarous  tribes  from  the  north 
and  east)  to  whom  the  province  was  finally  relinquished,  and 
by  the  former  of  whom  it  was  then  settled.  The  Goths  of 
Dacia  lived  peacefully  for  more  than  fifty  years  and  were 
converted  to  Christianity.  Then  the  Huns,  a  barbarous 
tribe  from  Asia,  came  over  and  attacked  them  and  the  Goths 
(Visigoths,  or  western  Goths,  they  were  then  called)  were 
allowed  to  move  across  the  Danube  and  come  under  the  pro- 
tection of  the  Romans.  But  trouble  soon  arose  with  the 


440  TEACHING  TO  READ 


25.  THE  NEW  SOUTH 

From  a   Toast  delivered  before  the  New  England  Society, 
New  York,  December  22,  1886. 

Dr.  Talmage  has  drawn  for  you,  with  a  master  hand, 
the  picture  of  your  returning  armies.  He  has  told 
you  how,  in  the  pomp  and  circumstance  of  war,  they 
came  back  to  you,  marching  with  proud  and  victorious 

5  tread,  reading  their  glory  in  a  nation's  eyes.  Will  you 
bear  with  me  while  I  tell  you  of  another  army  that 
sought  its  home  at  the  close  of  the  late  war  ?  An  army 
that  marched  home  in  defeat  and  not  in  victory;  in 
pathos  and  not  in  splendor,  but  in  glory  that  equalled 

zo  yours,  and  to  hearts  as  loving  as  ever  welcomed  heroes 
home.  Let  me  picture  to  you  the  footsore  Confederate 
soldier,  as,  buttoning  up  in  his  faded  gray  jacket  the 
parole  which  was  to  bear  testimony  to  his  children  of 
his  fidelity  and  faith,  he  turned  his  face  southward 

15  from  Appomattox  in  April,  1865.  Think  of  him  as 
ragged,  half-starved,  heavy-hearted,  enfeebled  by  want 
and  wounds ;  having  fought  to  exhaustion,  he  surren- 
ders his  gun, wrings  the  handsof  his cpmradesin silence, 
and,  Iffting  his  tear-stained  and  pallid  face  for  the  last 

so  time  to  the  graves  that  dot  the  old  Virginia  hills,  pulls 
his  gray  cap  over  his  brow  and  begins  the  slow  and 
painful  journey.  What  does  he  find  ?  -  Let  me  ask 
you  who  went  to  your  homes  eager  to  find,  in  the  wel- 
come you  had  justly  earned,  full  payment  for  fouryears* 


Romans;  battles  were  fought;  and  the  Goths  were  tempo- 
rarily subdued.  Later  they  rebelled,  and  for  nearly  seventy- 
five  years  helped  the  other  barbarous  tribes  to  harass  Rome. 

Who  says :    Shall  he  expire  and  (be)  unavenged? 
Arise.  --The  Goths  "arose"  so  many  times  that 
the  word  is  particularly  fit.     Meaning  of  glut? 


CULTIVATION   OF  THE  IMAGINATION  441 

25  sacrifice — what  does  he  find  when  he  reaches  the  home 
he  left  so  prosperous  and  beautiful  ?  He  finds  his 
house  in  ruins,  his  farm  devastated,  his  slaves  free, 
his  stock  killed,  his  barn  empty,  his  trade  destroyed, 
his  money  worthless  ;  his  social  system,  feudal  in  its 

30  magnificence,  swept  away ;  his  people  without  law  or 
legal  status ;  his  comrades  slain,  and  the  burdens  of 
others  heavy  on  his  shoulders. 

What  does  he  do  —  this  hero  in  gray,  with  a  heart 
of  gold  ?  Does  he  sit  down  in  sullenness  and  despair  ? 

35  Not  for  a  day.  Surely  God,  who  had  stripped  him  of 
his  prosperity,  inspired  him  in  his  adversity.  As  ruin 
was  never  before  so  overwhelming,  never  was  resto- 
ration swifter.  The  soldier  stepped  from  the  trenches 
into  the  furrows  ;  horses  that  had  charged  Federal  guns 

4o  marched  before  the  plough  ;  and  the  fields  that  ran  red 
with  human  blood  in  April  were  green  with  the  harvest 
in  June.  From  the  ashes  left  us  in  1 864  we  have  raised 
a  brave  and  beautiful  city ;  somehow  or  other  we  have 
caught  the  sunshine  in  the  bricks  and  mortar  of  our 

45  homes,  and  have  builded  therein  not  one  ignoble 
prejudice  or  memory. 

In  my  native  town  of  Athens  is  a  monument  that 
crowns  its  central  hills  —  a  plain,  white  shaft.  Deep 
cut  into  its  shining  side  is  a  name  dear  to  me  above  the 

so  names  of  men,  that  of  a  brave  and  simple  man  who 

died  in  a  brave  and  simple  faith.    Not  for  all  the  glories 

of  New  England  —  from  Plymouth  Rock  all  the  way 

—  would  I  exchange  the  heritage  he  left  me  in  his 

soldier's  death.     But,  sir,  speaking  from  the  shadow  of 

55  that  memory,  which  I  honor  as  I  do  nothing  else  on 
earth,  I  say  that  the  cause  in  which  he  suffered  and  for 
which  he  gave  his  life  was  adjudged  by  higher  and  fuller 
wisdom  than  his  or  mine,  and  I  am  glad  that  the 
omniscient  God  held  the  balance  of  battle  in  His 

60  Almighty  Hand,  and  that  the  American  Union  was 
saved  from  the  wreck  of  war. 

HENRY  WOODFIN  GRADY.     (Abridged.) 

TURNER,  TEACH.  TO  READ 29 


442  TEACHING  TO  READ 

25.  How  is  Mr.  Grady's  picture  strengthened  by 
the  reference  to  Dr.  Talmage's  speech  ?  Do  you  find 
other  examples  of  contrast  in  paragraph  I  ? 

Pomp,  brilliant  display. 

Circumstance,  the  formality  of  any  event. 

Think  of  him,  etc.  (Line  15). — Apply  suggestions 
given  under  No.  8. 

1f2.  Express  clearly  the  sharp  contrasts  in  lines  35- 
43.  How  many  do  you  find  r 

From  the  ashes  left  us  in  1864.  —  Sherman's  devasta- 
tion. 

Referring  to  it  directly,  Mr.  Grady  began  with  this  sentence : 
"  I  want  to  say  to  General  Sherman  —  who  is  considered  an 
able  man  in  our  parts,  though  some  people  think  he  is  kind 
of  careless  about  fire,  that,  from  the  ashes  he  left  us  . . ." 

^[3.  In  my  native  town.  —  Mr.  Grady  was  born  in 
Athens,  Ga.,  in  1851. 

A  name  dear  to  me.  —  Whose  name  do  you  infer  it 
to  be  ? 

Why  is  Plymouth  Rock  one  of  the  glories  of  New 
England  ? 

Before  whom  is  Mr.  Grady  speaking  ? 

What  might  all  the  way  include  ? 

Sir.  —  Whom  does  the  speaker  address  ?  What  effect 
is  gained  through  the  direct  address  ? 

Omniscient  (6m  nish7nt),  infinitely  knowing  or  wise. 

Find  an  example  in  this  selection  of  an  effective  use 
of  series.  Explain  why  it  is  effective.  Of  contrast. 
Of  rhetorical  interrogation. 

Select  three  portions  of  especial  beauty. 


CULTIVATION  OF  THE   IMAGINATION  443 

26.  THE  FACE  AGAINST  THE   PANE 

1.  Mabel,  little  Mabel, 

With  face  against  the  pane, 
Looks  out  across  the  night 
And  sees  the  Beacon  Light 

A-trembling  in  the  rain. 
She  hears  the  sea-birds  screech, 
And  the  breakers  on  the  beach 

Making  moan,  making  moan. 
And  the  wind  about  the  eaves 
Of  the  cottage  sobs  and  grieves  ; 

And  the  willow-tree  is  blown 

To  and  fro,  to  and  fro, 
Till  it  seems  like  some  old  crone 
Standing  out  there  all  alone, 

With  her  woe ! 
Wringing,  as  she  stands, 
Her  gaunt  and  palsied  hands, 
While  Mabel,  timid  Mabel, 

With  face  against  the  pane, 
Looks  out  across  the  night, 
And  sees  the  Beacon  Light 

A-trembling  in  the  rain. 

2.  Set  the  table,  maiden  Mabel, 

And  make  the  cabin  warm ; 
Your  little  fisher-lover 

Is  out  there  in  the  storm, 
And  your  father  —  you  are  weeping : 

O  Mabel,  timid  Mabel, 

Go,  spread  the  supper-table, 
And  set  the  tea  a-steeping. 
Your  lover's  heart  is  brave, 

His  boat  is  stanch  and  tight ; 
And  your  father  knows  the  perilous  reef 

That  makes  the  water  white. 
-  But  Mabel,  Mabel  darling, 


444  TEACHING  TO  READ 

With  face  against  the  pane, 
Looks  out  across  the  night 
At  the  Beacon  in  the  rain. 

3.  The  heavens  are  veined  with  fire ! 

And  the  thunder,  how  it  rolls ! 
In  the  lullings  of  the  storm 

The  solemn  church-bell  tolls 

For  lost  souls ! 
But  no  sexton  sounds  the  knell 

In  that  belfry  old  and  high ; 
Unseen  fingers  sway  the  bell 

As  the  wind  goes  tearing  by ! 
How  it  tolls  for  the  souls 

Of  the  sailors  on  the  sea ! 
God  pity  them,  God  pity  them, 

Wherever  they  may  be ! 
God  pity  wives  and  sweethearts 

Who  wait  and  wait  in  vain ! 
And  pity  little  Mabel, 

With  face  against  the  pane. 

4.  A  boom  !  —  the  Lighthouse  gun  ! 

(How  its  echo  rolls  and  rolls !) 
T  is  to  warn  the  home-bound  ships 
^  Off  the  shoals ! 
See !  a  rocket  cleaves  the  sky 

From  the  Fort  —  a  shaft  of  light ! 
See !  it  fades,  and,  fading,  leaves 

Golden  furrows  on  the  night! 

5.  What  made  Mabel's  cheek  so  pale  ? 

What  made  Mabel's  lips  so  white  ? 

Did  she  see  the  helpless  sail 
That,  tossing  here  and  there, 
Like  a  feather  in  the  air, 

Went  down  and  out  of  sight  ? 

Down,  down,  and  out  of  sight ! 


CULTIVATION  OF  THE  IMAGINATION  445 

O,  watch  no  more,  no  more, 

With  face  against  the  pane ; 
You  cannot  see  the  men  that  drown 

By  the  Beacon  in  the  rain ! 

From  a  shoal  of  richest  rubies 

Breaks  the  morning  clear  and  cold, 
And  the  angel  on  the  village  spire, 

Frost-touched,  is  bright  as  gold. 

Four  ancient  fishermen, 

In  the  pleasant  autumn  air, 
Come  toiling  up  the  sands, 
With  something  in  their  hands, 
Two  bodies  stark  and  white, 
Ah,  so  ghastly  in  the  light, 

With  sea-weed  in  their  hair  ! 

O  ancient  fishermen, 

Go  up  to  yonder  cot ! 
You'll  find  a  little  child, 

With  face  against  the  pane, 

Who  looks  toward  the  beach, 

And,  looking,  sees  it  not. 
She  will  never  watch  again  ! 

Never  watch  and  weep  at  night ! 

For  those  pretty,  saintly  eyes 

Look  beyond  the  stormy  skies, 
And  they  see  the  Beacon  Light. 

THOMAS  BAILEY  ALDRICH. 


26.    Beacon  Light,  a  signal  light  on  rocks  or  shoals  to  warn 
of  danger;  not  necessarily  a  lighthouse. 

Points  to  appreciate : 

The  drowning  of  the  fishermen  is  made  sadder  be- 
cause of  the  watching,  waiting  girl. 

Effects  are  not  always  gained  through  contrast  as 


446  TEACHING  TO  READ 

in  No.  22.  This  waiting  girl  is  placed  in  an  atmosphere 
of  foreboding ;  —  the  Beacon  Light,  the  rain,  the  screech- 
ing of  the  seabirds,  the  moaning  of  the  breakers,  the 
sobbing  and  grieving  of  the  wind,  the  sorrowful  bending 
of  the  willow  (the  poetical  symbol,  among  the  trees,  of 
grief),  all  prepare  us  to  meet  with  sympathy  the  timid 
little  girl  with  face  against  the  pane. 

STANZA  2.  But  a  cheerful  contrasting  picture,  never- 
theless, is  present.  It  is  in  the  warm  cabin,  the  spread 
table,  the  steeping  tea  which  the  little  maiden  should 
prepare ;  and  half  chidingly,  but  wholly  lovingly,  we 
urge  the  little  duties,  and  remind  her  of  the  experience 
of  one  and  the  bravery  of  both  of  those  for  whom  she 
waits.  But  of  little  avail.  The  cheery  words  are  far 
outweighed  by  the  awful  fear  in  her  heart  of  the  terrible 
storm  without.  Her  father  may  know  the  perilous 
reef,  and  both  may  be  brave,  but  she  knows  the  sea,  and 
she  fears  the  sea,  and  in  her  fear  she  forgets  to  cover  her 
eyes  from  the  flashing  light,  or  to  stop  her  ears  against 
the  rolling  thunder.  With  face  against  the  pane,  she 
looks  out  across  the  night  at  the  Beacon  in  the  rain. 

STANZA  3.    Line  I.  —  Can  you  see  it  ? 

Line  2.  —  Can  you  hear  it  ?  Can  you  imagine  a 
storm  so  hard  that  the  wind  could  move  a  church-bell  ? 
—  Not  to  swing  it  back  and  forth  joyfully,  but  enough 
to  make  the  sides  strike  the  clapper  now  and  then. 
How  ghostly  it  would  sound  in  the  lulls  of  a  storm  on  a 
dark  and  awful  night !  How  suggestive  of  the  deaths 
so  probable  on  that  wild  and  hungry  sea !  God  pity 
them !  —  We  are  only  human  to  let  the  cry  escape  us 
as  we  sense  their  danger.  God  pity  wives  and  sweet- 
hearts. —  Humanity  is  full  of  sympathy  :  God  meant 


CULTIVATION  OF  THE  IMAGINATION  447 

us  to  be  so.  And  pity  little  Mabel.  —  She  is  our  own 
particular  friend. 

STANZA  4.  The  danger  grows  greater :  the  light- 
house gun  is  fired.  That  is  to  warn  the  homebound 
ships  that  might  lose  their  bearings  in  the  blackness  of 
the  night.  In  so  great  a  storm,  even  the  gun  is  not  con- 
sidered sufficient  and  the  rockets  are  brought  into  use, 
cleaving  the  sky  far,  far  upward,  and  leaving  golden 
furrows,  whose  beauty  is  almost  forgotten  in  the  horror 
of  the  condition  that  required  their  use. 

Unnoted  was  the  beauty  by  Mabel.  What  she  saw 
we  can  only  guess.  What  she  may  have  seen  we  after- 
wards learn.  Courage  and  experience  had  meant 
nothing.  How  or  why  it  happened,  we  do  not  know, 
but  we  do  know  that  all  watching  thereafter  was  in 
vain ;  and  we  know,  from  the  closing  stanza,  that  the 
timid  heart  could  not  and  did  not  bear  the  sight. 

STANZA  6.  Again  we  have  a  contrast.  The  storm  is 
over;  the  ruin  is  wrought.  Nature  comes  forth  smil- 
ing —  but  cold.  The  poet  could  not  introduce  too 
much  of  brightness,  lest  it  mar  the  tragedy  of  the  final 
scenes.  Even  the  angel  on  the  village  spire  is  suggestive 
when  we  stop  to  think,  for  the  warmth  of  the  angel's 
brightness  is  cooled. 

Why  do  you  think  the  poet  chose  old  men  to  bear 
the  bodies,  and  what  do  you  think  of  the  effectiveness 
of  his  manner  of  telling  us  that  the  father  and  the  little 
fisher-lover  are  dead  ?  Does  he  say  so  ?  Why  do  we 
know  it  ?  How  do  we  know  that  the  child,  also,  is 
dead  (stanza  7)  ? 

Ancient,  of  persons,  venerable ;   hoary. 

What  Beacon  Light  is  referred  to  in  the  last  stanza  ? 


448  TEACHING  TO  READ 

27.  THE  VICTOR  OF  MARENGO 

Napoleon  was  sitting  in  his  tent ;  before  him  lay 
a  map  of  Italy.  He  took  four  pins  and  stuck  them 
up ;  measured,  moved  the  pins,  and  measured  again. 
"  Now,"  said  he,  "  that  is  right ;  I  will  capture  him 

s  there!" 

'  Who,  sir  ?  "  said  an  officer. 

"  Melas,  the  old  fox  of  Austria.  He  will  retire 
from  Genoa,  pass  Turin,  and  fall  back  on  Alexandria. 
I  shall  cross  the  Po,  meet  him  on  the  plains  of  L;i- 

10  conia,  and  conquer  him  there,"  and  the  finger  of  the 
child  of  destiny  pointed  to  Marengo. 

Two  months  later  the  memorable  campaign  of  1800 
began.  The  2Oth  of  May  saw  Napoleon  on  the  heights 
of  St.  Bernard.  The  22d,  Lannes,  with  the  army  of 

is  Genoa,  held  Padua.  So  far,  all  had  been  well  with 
Napoleon.  He  had  compelled  the  Austrians  to  take 
the  position  he  desired ;  reduced  the  army  from  one 
hundred  and  twenty  thousand  to  forty  thousand  men ; 
dispatched  Murat  to  the  right,  and  June  I4th  moved 

ao  forward  to  consummate  his  masterly  plan. 

But  God  threatened  to  overthrow  his  scheme  !  A 
little  rain  had  fallen  in  the  Alps,  and  the  Po  could  not 
be  crossed  in  time.  The  battle  was  begun.  Melas, 
pushed  to  the  wall,  resolved  to  cut  his  way  out ;  and 

25  Napoleon  reached  the  field  to  see  Lannes  beaten, 
Champeaux  dead,  Desaix  still  charging  old  Melas,  with 
his  Austrian  phalanx  at  Marengo,  till  the  consular 
guard  gave  way,  and  the  well-planned  victory  was 
a  terrible  defeat. 

30  Just  as  the  day  was  lost,  Desaix,  the  boy  General, 
sweeping  across  the  field  at  the  head  of  his  cavalry, 
halted  on  the  eminence  where  stood  Napoleon.  There 
was  in  the  corps  a  drummer-boy,  a  gamin  whom 
Desaix  had  picked  up  in  the  streets  of  Paris.  He  had 

35  followed  the  victorious  eagle  of  France  in  the  cam- 
paigns of  Egypt  and  Germany.  As  the  columns 


CULTIVATION  OF  THE  IMAGINATION  449 

halted,  Napoleon  shouted  to  him  :  "  Beat  a  retreat !  " 
The  boy  did  not  stir. 
"  Gamin,  beat  a  retreat !  " 

40  The  boy  stopped,  grasped  his  drumsticks,  and  said  : 
"Sir,  I  do  not  know  how  to  beat  a  retreat ;  Desaix 
never  taught  me  that ;  but  I  can  beat  a  charge, — oh  ! 
I  can  beat  a  charge  that  will  make  the  dead  fall  into 
line.  I  beat  that  charge  at  the  Pyramids ;  I  beat  that 

45  charge  at  Mount  Tabor;  I  beat  it  again  at  the  bridge 
of  Lodi.  May  I  beat  it  here  ?  " 

Napoleon  turned  to  Desaix,  and  said  :  '*  We  are 
beaten  ;  what  shall  we  do  ?  " 

"  Do  ?     Beat  them  !     It  is  only  three  o'clock,  and 

50  there  is  time  to  win  a  victory  yet.  Up  !  the  charge  ! 
beat  the  old  charge  of  Mount  Tabor  and  Lodi !  " 

A  moment  later  the  corps,  following  the  sword-gleam 
of  Desaix,  and  keeping  step  with  the  furious  roll  of  the 
gamin's  drum,  swept  down  on  the  host  of  Austrians. 

55  They  drove  the  first  line  back  on  the  second  —  both 
on  the  third,  and  there  they  died.  Desaix  fell  at  the 
first  volley,  but  the  line  never  faltered,  and  as  the 
smoke  cleared  away,  the  gamin  was  seen  in  front  of  his 
line  marching  right  on,  and  still  beating  the  furious 

60  charge.  Over  the  dead  and  wounded,  over  breast- 
works and  fallen  foe,  over  cannon  belching  forth  their 
fire  of  death,  he  led  the  way  to  victory,  and  the  fifteen 
days  in  Italy  were  ended. 

To-day  men  point  to  Marengo  in  wonder.     They 

65  admire  the  power  and  foresight  that  so  skillfully 
handled  the  battle,  but  they  forget  that  a  general 
only  thirty  years  of  age  made  a  victory  of  a  defeat. 
They  forget  that  a  gamin  of  Paris  put  to  shame  "  the 
child  of  destiny." 


27.   The  timely  arrival  of  Desaix  at  the  battle  of 
Marengo  is  one  of  the  most  dramatic  events  in  history. 


450  TEACHING  TO  READ 

Marengo,  the  scene  of  the   battle   between  the   French, 
under  Napoleon,  and  the  Austrians,  under  Melas,  in  1800. 


Lines  1-6.  Observe  Napoleon's  movements.  His  de- 
liberate exactness  is  shown  in  measured,  moved  the 
pinSy  and  measured  again:  make  the  picture  very  clear 
for  your  hearers. 

The  query  of  the  officer  shows  that  Napoleon  had 
been  working  quietly  by  himself. 

Lines  7-1 1.  The  moving  of  large  armies  long  dis- 
tances takes  time.  Napoleon  realized  this  as  he  traced 
the  movements  of  his  enemies  and  then  balanced  them 
with  his  own  plans.  Keep  the  plans  clear  for  your 
hearers. 

There  (line  10). —  Howdoyou  like  the  author's  method 
of  introducing  the  name  of  the  great  decisive  battle  ? 
Melas  crossed  the  short  distance  from  Alexandria 
(Alessandria)  to  Marengo,  March  14. 

The  child  of  destiny.  —  A  term  applied  to  Napoleon.  - 
Why?     Meaning  of  destiny? 


CULTIVATION  OF  THE  IMAGINATION  451 

Lines  12-24.  St.  Bernard.  —  Napoleon  had  collected  his 
army  at  Dijon  in  France.  The  Austrians  would  not  believe 
that  he  intended  to  attempt  the  crossing  of  the  Alps.  The 
hazardous  undertaking  was  accomplished  in  five  days. 

The  position  he  desired.  —  Marengo. 

How  many  men  had  the  Austrians  lost  in  the  cam- 
paign ?  (About  22,000  men  were  engaged  on  each  side 
at  Marengo.) 

Murat.  —  At  the  head  of  the  French  cavalry.  With 
Lannes  advancing  from  the  direction  of  Padua,  Napo- 
leon from  St.  Bernard,  and  Murat  dispatched  to  the 
right,  can  you  realize  h'ow  Baron  Melas  might  be  pushed 
to  the  wall  (line  24)  ? 

Lines  25-39.     Lannes,  Champeaux;    French  officers. 

Desaix,  one  of  the  most  eminent  generafs  of  the  French 
republic.  He  distinguished  himself  in  the  Campaign  in  Egypt 
(line  35)  and  for  his  good  services  had  been  made  Commander 
of  Upper  Egypt.  Returning  therefrom  he  "  found  Napoleon 
marching  to  the  conquest  of  Italy.  With  a  small  squadron 
he  hastened  to  join  the  first  consul,  whom  he  overtook  at 
Marengo.  His  timely  arrival  changed  the  fortune  of  the 
day;  but  in  the  moment  of  victory  he  was  killed. 

Consular  guard.  —  Napoleon  was  not  declared  Emperor  of 
the  French  until  four  years  later.  At  this  time  the  execu- 
tive power  was  vested  in  three  consuls  (elected  for  a  term  of 
ten  years)  of  whom  he  was  one,  —  the  "  first." 

Just  as  the  day  was  lost  (line  30).  —  Unlooked-for 
contrast  with  the  expectation  based  upon  Napoleon's 
careful  plans  and  successive  victories. 

The  boy  General.  —  Desaix  was  now  about  thirty- 
two  years  of  age.  He  was  born  in  1768. 

Halted   (line  32).  —  Contrast    the    movement    with 


452  TEACHING  TO  READ 

sweeping  (line  31).  Can  you  imagine  the  meeting  be- 
tween Napoleon  and  the  friend  whom  he  had  left  in 
Egypt  ?  Never  was  timelier  arrival. 

There  was  in  the  corps.  —  A  new  feature  is  introduced 
into  the  story.  A  gamin. — A  street  urchin,  or  street 
arab.  In  whose  corps? 

Lines  40-46.  Can  you  see  the  boy  as  he  stopped  with 
grasped  drumsticks?  What  is  his  manner?-—  Is  it  un- 
certain ?  Puzzled  ?  Embarrassed  ?  Protesting  ?  Do 
you  think  Desaix  had  purposely  omitted  to  teach  him 
that?  Why? 

Napoleon  would  be  on  horseback;  the  boy  afoot. 
Can  you  see  Napoleon  as  the  boy  saw  him  ?  In  which 
direction  will  you  look,  —  on  a  level,  downward,  or 
upward  ? 

Mount  Tabor,  in  Syria,  where  Napoleon  defeated  the 
Turks  with  great  slaughter  in  the  war  between  France  and 
Turkey  the  year  before. 

Lines  47-63.  Contrast  Napoleon's  speech  with  the 
impetuous,  earnest,  and  yet  excited  pleading  of  the 
boy.  Does  he  seem  to  disregard  the  boy  ? 

Who  gives  the  command  that  wins  the  day,  and 
whose  sword-gleam  is  followed  ?  Who  died?  Whose 
corps  (line  52)  ? 

Who  was  the  real  leader  after  Desaix  fell  ? 

Study  the  series  beginning  with  over  (line  60).  Is 
there  a  gradation  in  the  ideas  ?  With  which  word  is 
the  climax  reached  ?  Ans.  Victory. 

Were  ended.  —  It  is  said  that  the  Austrians  might  have 
regained  themselves,  but  in  the  swift  onslaught,  Melas  "  quite 
lost  his  head  "  and  the  following  day  "  signed  a  convention 


CULTIVATION  OF  THE  IMAGINATION  453 

28.  THE  EAGLE 

He  clasps  the  crag  with  hooked  hands  : 
Close  to  the  sun  in  lonely  lands, 
Ring'd  with  the  azure  world,  he  stands. 

The  wrinkled  sea  beneath  him  crawls ; 
He  watches  from  his  mountain  walls, 
And  like  a  thunderbolt  he  falls. 

ALFRED  TENNYSON. 


by  which  Austria  sacrificed  almost  all  of  Northern  Italy." 
Through  the  battle,  "  the  Austrians  lost  all  they  had  gained 
in  eighteen  months  and  by  twenty  victories."  They  had 
been  very  successful  before  Napoleon  took  command. 

What  qualities  of  a  good  story  does  "  The  Victor  of 
Marengo  "  possess  ? 

28.  STANZA  I.  Phrase  correctly.  Does  in  lonely 
lands  locate  the  sun,  or  tell  where  he  clasps  the  crag? 
Or  where  he  stands? 

How  could  the  eagle  be  ringd  with  the  azure  world? 

STANZA  2.  Line  I  has  been  the  subject  of  much 
criticism  and  comment ;  some  maintaining  that  the  sea 
never  appears  thus,  and  others  that  they  have  seen  it 
look  just  that  way.  Tennyson  is  invariably  true  to 
nature.  Is  he  describing  the  sea  as  we  might  see  it, 
or  as  it  would  appear  from  the  eagle's  crag  close  to  the 
sun?  If  the  latter,  how  might  even  a  billowy  sea  look 
from  that  height  ? 

Feeling  the  meanings  of  some  words  tone-colors  our 
manner  of  saying  them.  Are  there  any  words  of  that 
kind  in  this  stanza  ?  How  about  crawls  and  thunder- 
bolt? 


454  TEACHING  TO  READ 

29.  THE  MAYFLOWER 

From  an  Oration  on  the  First  Settlement  of  New  England, 
delivered  at  Plymouth,  December  22,  1824. 

I  Methinks  I  see  it  now,  that  one  solitary,  adven- 
turous vessel,  the  Mayflower  of  a  forlorn  hope,  freighted 
with  the  prospects  of  a  future  State,  and  bound  across 
the    unknown    sea.     2 1    behold    it    pursuing,    with    a 
thousand  misgivings,  the  uncertain,  the  tedious  voyage. 
3  Suns  rise  and  set,  and  weeks  and  months  pass,  and 
winter  surprises  them  on  the  deep,  but  brings  them  not 
the  sight  of  the  wished-for  shore.     4 1  see  them  now, 
scantily  supplied  with  provisions,  crowded  almost  to 
suffocation  in  their  ill-stored  prison,  delayed  by  calms, 
pursuing  a  circuitous  route;    and  now,  driven  in  fury 
before  the  raging  tempest,  in  their  scarcely  seaworthy 
vessel.     6  The  awful  voice  of  the  storm  howls  through 
the  rigging.     *  The  laboring  masts  seem  straining  from 
their  base ;    the  dismal  sound  of  the  pumps  is  heard ; 
the  ship  leaps,  as  it  were,  madly  from  billow  to  billow ; 
the  ocean  breaks,  and  settles  with  ingulfing  floods  over 
the   floating  deck,   and  beats  with  deadening  weight 
against  the  staggering  vessel. 

I 1  see  them  escaped  from  these  perils,  pursuing  their 
all   but   desperate   undertaking,    and    landed    at    last, 
after  a  five  months'  passage,  on  the  ice-clad  rocks  of 
Plymouth,    weak    and    exhausted    from    the    voyage, 
poorly  armed,  scantily  provisioned,  depending  on  the 
charity  of  their  shipmaster  for  a  draught  of  beer  on 
board,  drinking  nothing  but  water  on  shore,  without 
shelter,  without  means,  surrounded  by  hostile  tribes. 

1  Shut  now  the  volume  of  history,  and  tell  me,  on  any 
principle  of  human  probability,  what  shall  be  the  fate 
of  this  handful  of  adventurers  ?  *  Tell  me,  man  of 
military  science,  in  how  many  months  they  were  all 
swept  off  by  the  thirty  savage  tribes  enumerated  within 
the  boundaries  of  New  England  ?  8  Tell  me,  politician, 


CULTIVATION  OF  THE  IMAGINATION  455 

how  long  did  this  shadow  of  a  colony,  on  which  your 
conventions  and  treaties  had  not  smiled,  languish  on 
the  distant  coast  ?  4  Student  of  history,  compare  for 
me  the  baffled  projects,  the  deserted  settlements,  the 
abandoned  adventurers  of  other  times;  and  find  the 
parallel  of  this.  5  Was  it  the  winter  storm,  beating  upon 
the  houseless  heads  of  women  and  children  ?  was  it 
hard  labor  and  spare  meals  ?  was  it  disease  ?  was  it 
the  tomahawk  ?  was  it  the  deep  malady  of  a  blighted 
hope,  a  ruined  enterprise,  and  a  broken  heart,  aching 
in  its  last  moments  at  the  recollections  of  the  loved  and 
left,  beyond  the  sea  ?  was  it  some  or  all  of  them  united 
that  hurried  this  forsaken  company  to  their  melan- 
choly fate  ?  6  And  is  it  possible  that  neither  of  these 
causes,  that  not  all  combined,  were  able  to  blast  this 
bud  of  hope  ?  7  Is  it  possible  that  from  a  beginning 
so  feeble,  so  frail,  so  worthy,  not  so  much  of  admiration 
as  of  pity,  there  has  gone  forth  a  progress  so  steady, 
a  growth  so  wonderful,  a  reality  so  important,  a  promise 
yet  to  be  fulfilled  SO  glorious  ?  EDWARD  EVERETT. 


29.  Exercise  continually  the  habit  of  grasping  all 
the  thoughts  with  which  words  come  laden.  Why  one 
solitary?  Why  adventurous?  Why  of  a  forlorn  hope? 
Why  freighted? 

Prospects,  grounds  for  hope  or  expectation. 

Why  a  thousand  misgivings?  Why  uncertain?  Why 
tedious  ? 

What  example  of  gradation  do  you  find  in  If  I  ? 

Sentences  5-7  of  ^[3  present  not  only  some  very 
vivid  pictures,  but  also  an  interesting  study  in  interro- 
gation. Was  it  (sentence  5)  how  many  things  ?  That 
did  what  ? 

What  was  the  motive  in  asking  these  questions  ? 


456  TEACHING  TO  READ 

30.  THE  AMERICAN  FLAG 
Stanza  I. 

When  Freedom  from  her  mountain  height 

Unfurled  her  standard  in  the  air, 
She  tore  the  azure  robe  of  night, 

And  set  the  stars  of  glory  there. 
5  She  mingled  with  its  gorgeous  dyes 
The  milky  baldric  of  the  skies, 
And  striped  its  pure  celestial  white 
With  streakings  of  the  morning  light; 
Then,  from  his  mansion  in  the  sun, 
10  She  called  her  eagle  bearer  down, 
And  gave  into  his  mighty  hand 
The  symbol  of  her  chosen  land. 

JOSEPH  RODMAN  DRAKE. 

30.    More   figurative   language.     Compare   No.    13. 

Line  I.  Would  a  less  exalted  idea  of  Freedom  or  a 
less  elevated  position  have  been  in  harmony  with  the 
imaginative  ideas  in  the  succeeding  lines  ? 

Line  2.  Unfurled.  —  A  word  that  suggests  both  open- 
ing and  spreading  something  large  to  the  wind,  as  a  flag 
<>i  .1  sail. 

Standard.  —  See  title,  "  The  American  Flag." 

Line  3.  Could  this  azure  robe  of  night  come  from  the 
same  kind  of  night  as  the  one  that  threw  her  silver 
mantle  o'er  the  dark  in  No.  17? 

Line  4.     There.  —  Where  ? 

Glory,  distinction  accorded  by  common  consent  to  a  person 
or  thing. 

Line  5.    ///.  —  Whose  ?     (Of  the  azure  robe  of  night 
or  of  the  standard?)     Meaning  of  dyes? 
Gorgeous,  showy ;  resplendent ;  very  bright. 


CULTIVATION  OF  THE   IMAGINATION  457 

Line  6.    Milky  baldric  (belt)  —  the  Milky  Way. 

Is  the  poet  here  using  for  his  comparison  the  stars 
of  the  Milky  Way,  or  the  long,  white,  luminous  effect 
produced  by  the  multitude  of  stars  ?  Does  he  refer 
to  the  stars  of  the  flag  or  to  the  white  bars  ? 

Line  7.  To  what  does  its  refer  —  to  the  standard, 
the  azure  robe  of  night,  or  the  milky  baldric? 

Line  8.    To  which  color  does  this  refer  ? 

Line  9.  How  do  you  like  the  figurative  language  ? 
We  cannot  apply  cold  logic  to  such  expressions.  They 
will  not  stand  the  test.  Still  we  have  no  quarrel  with 
the  poet.  We  sense  the  meaning  clearly  and  pay  our 
tribute  to  the  beauty  in  which  his  thought  is  clothed. 
In  this  particular  instance,  the  poet  is  but  carrying  out 
the  proportions  of  the  picture  as  he  began  it.  Free- 
dom, on  the  mountain  height,  must  find  her  eagle 
proportionately  above  her. 

Symbol  (line  12).  —  See  standard,  line  2,  and  also 
"The  American  Flag,"  title. 

Memorize. 

The  broad  appeal  that  literature  makes  to  the 
imagination  m^y  be  seen  in  the  following  list : 

Chap.  I.  Nos.  21,  23,  24,  25,  26,  27,  etc. 

Chap.  II.  Nos.  7,  16,  17,  18,  29,  30,  31,  34,  38,  etc. 

Chap.  III.  Nos.  10,  17,  18,  20,  21,  24,  25,  29,  etc. 

Chap.  IV.  Nos.  6,  7,  14,  17,  20,  22,  24,  25,  26,  etc. 

Chap.  V.  Nos.  12,  17,  22,  24,  25,  29,  31,  32,  33,  etc. 

Chap.  VI.  Nos.  14,  16,  20,  25,  28,  29,  30,  31,  32,  etc. 

Chap.  VII:  Nos.  29,  30,  48,  50,  51,  54,  55,  56,  57,  etc. 

Chap.  VIII.  Nos.  13,  20,  21,  22,  24,  25. 

Chap.  IX.  Nos.  14,  1 6,  19,  20,  22,  23,  24. 

Chap.  X.  Nos.  4,  5,  6,  7,  n,  12,  13,  15,  17,  18,  etc. 

TURNER,  TEACH.  TO  READ 30 


458  TEACHING  TO  READ 

Chap.      XI.    (Part  I)  Nos.  n,  12,  13,  14,  15,  21,  23,  etc. 

(Part  I   I  Nos.  4,  5,  6,  7,  8,  17,  1 8,  20,  etc. 

(Part  III)  Nos.  I,  5,  7,  8,9,  10,  n,  12,  etc. 
Chap.    XII.   Nos.  1,2,  3,4,  5,  10,  n,  12,  13,  14, 15,  etc. 
Chap.  XIII.   Nos.  6,  8,  12,  14,  16,  18,  19,  20. 
Chap.  XIV.   Nos.  16,  17,  19,  21,  22,  23,  24,  25,  26,  etc. 

SUGGESTIVE  QUESTIONS  FOR  WRITTEN  REVIEW 

1.  (No.  2.)    Which  words  appeal  to  the  imagination 
through  the  sight  ?    Through  the  hearing  ?    The  feel- 
ings ? 

2.  (No.  14.)  Describe  a  picture  that  would  illustrate 
line  I,  stanza  I. 

3.  The  same,  line  2. 

4.  The  same,  line  3. 

5.  The  same,  line  ^. 

6.  (Nos.  1 4.- 1 7.)    Which  description  do  you  consider 
the  firmest  ?     Give  your  reasons  for  so  deciding. 

7.  (No.  23.)     What  was  the  secret  of  the  artist's 
success  ? 

8.  (No.  27.)     What  qualities  of  a  good  story  does 
1  The  Victor  of  Marengo  "  possess  ? 

9.  (No.  28.)     How  could  an  eagle  be  ring'd  with  the 
"  azure  world  "  ? 

Explain  why  the  expressions  wrinkled  sea  and  crawls 
may  be  permissible. 

10.  (No.  30.)  Explain  the  meaning  of  lines  5  and  6; 
lines  7  and  8. 

Why  is  the  Eagle's  mansion  placed  in  the  sun? 


CHAPTER  XVI 

STUDIES  IN  INTERPRETING  THE  SPIRIT 
OF  THE  SELECTION 

It  is  not  enough  that  the  reader  present  the  thought 
of  the  selection,  in  a  large  variety  of  reading  matter ; 
he  must  present  also  the  spirit  of  the  selection. 

Considerable  work  has  already  been  done  along  this 
line  in  preceding  chapters.  Many  selections  have  con- 
tained dialogue  and  conversation,  and  although  they 
were  being  considered  at  the  time  from  other  viewpoints, 
the  reader  has  been  urged  to  present  conversation 
"naturally,"  —  that  is,  to  try  to  understand  just  how 
the  speakers  would  feel;  to  try  to  feel  as  they  felt; 
and  to  speak  as  they  spoke.  The  emotional  motives 
behind  Exclamations  and  behind  many  Interrogations 
have  been  studied  and  interpreted.  Contrasts  in  emo- 
tions have  been  presented,  and  Quick  Changes  in  emo- 
tions, and  many  of  the  studies  in  Quotations  contained 
spirited  parts.  The  Imagination  has  painted  pictures 
that  have  stirred  the  emotions  ;  Gradations  in  emotions 
have  been  felt ;  and  stanza  after  stanza  of  poetry  has 
been  studied  in  the  effort  to  catch  the  spirit  of  each 
refrain,  —  for  while  a  large  part  of  our  reading  matter 
appeals  to  the  intellectual  powers,  an  equally  large 
part  appeals  to  the  emotional  nature. 

The  spirit  in  which  a  part  is  to  be  read  is  often 

459 


460  TEACHING  TO  READ 

plainly  indicated  by  the  author  in  the  context  (see 
Nos.  4,  6,  7) ;  and  sometimes  it  must  be  gleaned  from 
the  thought  (i,  2).  Sometimes  it  appears  in  single 
words  (8) ;  often  it  changes  from  clause  to  clause  (9) ; 
and  sometimes  it  becomes  the  "  atmosphere  "  of  an 
entire  selection  (18,  20).  No  selection  of  any  length 
is  uniformly  in  but  one  spirit. 

PEDAGOGICAL  INTRODUCTION 

Chapter  XVI  deals  particularly  with  the  develop- 
ment of  the  emotional  nature.  Its  aim  is  to  lead  the 
pupils  to  feel,  and  to  express  what  they  feel.  We 
never  know  what  a  pupil  is  capable  of,  along  this  line, 
until  we  test  him  and  train  him.  There  is  no  normal 
boy  or  girl  whose  feelings  cannot  be  touched  along  some 
line.  But  a  pupil  who  responds  admirably  to  a  serious 
sentiment  may  require  long  stimulation  before  he  will 
loose  the  rein  to  jollity  or  enthusiasm.  Another  will 
love  the  cheerful  things,  and  shrink  from  the  sad. 
Some  will  appear  to  shrink  from  everything.  The 
cause  may  be  diffidence,  self-consciousness,  embarrass- 
ment, fear,  —  all  of  which  are  foes  to  abandon. 

Here  again  the  teacher  must  be  the  leader.  She 
must  be  able,  through  her  ability  to  appeal  to  the  imagi- 
nation, to  throw  about  the  class  the  "  atmosphere  " 
of  the  selection.  She  must  be  able  to  read  facial  expres- 
sion, and  to  gauge  the  moment  to  call  for  utterance. 

It  has  been  said  that  what  we  need  to-day  is  teachers 
who  are  themselves  lovers  of  the  beautiful,  the  sublime, 
the  tender ;  but  what  we  need  is  teachers  who  not  only 
love  such  things,  but  who  also  know  how  to  express 


THE  SPIRIT  OF  THE  SELECTION  461 

that    love    (either   through    reading   or   conversation) 
in  such  a  way  that  the  sentiment  will  grow  in  the  hearts 
of  their  pupils  until  they,  in  turn,  become  willing,  - 
nay,  anxious,  —  to  express  it  to  others. 

''  I  can't  read, 

*  Rollicking  robin  is  here  again,'  ' 

says  a  teacher;  "I  don't  feel  like  it."  For  shame! 
Then  you  are  too  serious  to  reign  in  the  schoolroom. 
Take  a  Saturday  off,  and  smile  !  Say  rollicking,  rollick- 
ing, rollicking,  over  and  over  again,  till  a  laugh  leaks 
down  to  your  drying  heart,  and  the  spirit  of  spring  starts 
again.  Will  it  pay  ?  Try,  and  see.  -  -  Then  smile  it 
down  into  the  eyes  of  your  class  and  watch  the  same 
spirit  take  life  in  their  faces. 

If  a  pupil  is  timid  and  shrinking,  do  not  ask  for  more 
than  a  line,  or  a  sentence,  or,  maybe,  a  clause, — or 
a  word.  And  do  not  ask  for  that  until  the  spirit  of  the 
passage  has  been  coaxed  to  his  face,  —  then  praise  the 
least  effort  (with  a  word),  —  and  have  him  try  it  again  ! 
-and  maybe  again,  before  the  aroused  spirit  has  time 
to  abate. 

An  important  need  in  the  teaching  of  emotional 
selections  is  that  both  the  teacher  and  the  class  shall 
be  responsive  to  the  mood  of  the  thought  and  the  reader. 
How  patriotic,  how  sad,  how  happy,  how  sympa- 
thetic, how  sorry,  how  jolly  can  I  make  the  class  feel, 
-  is  the  problem  for  the  reader.  How  patriotic,  how 
sad,  how  happy,  how  sorry  did  he  make  you  feel,  — 
is  the  question  for  the  class. 

Train  pupils  to  recognize  the  spirit  behind  a  sentence 
or  selection ;  and  see  to  it  that  they  have  the  necessary 
vocabulary  for  expressing  the  various  emotions. 


462 


TEACHING  TO  READ 


Exercises  in  which  the  same  expression  is  used  to 
convey  a  variety  of  impressions  will  be  most  helpful  in 
developing  spirited  expression.  In  her  "  Advanced 
Elocution/*  Mrs.  Shoemaker  suggests  that  well  and 
no  be  read  to  express  the  following  ideas : 


Well 


Question 

Consent 

Doubt 

Sarcasm 

Completeness 

Something  to  be  added 


No 


Question 
Negation 
Positive  Negation 
Angry  Negation 
Uncertainty 
Surprise 
Sarcasm 
Qualification 

Many  exercises  along  this  line  can  be  invented. 
For  example : 

Good  morning  may  be  read  pleasantly,  gruffly,  brightly, 
sadly,  laughingly,  gravely,  formally,  indifferently, 
coldly,  angrily,  surprisedly,  etc. 

The  expression,  Have  you  finished  the  work,  may  be 
read  as  a  simple  question,  or  we  can  put  into  it  surprise, 
indignation,  impatience,  anger,  seventy,  astonishment, 
formality,  coldness,  pleasantness,  brightness,  sym- 
pathy, gruffness,  haste,  etc. 

The  expression,  /  am  the  king,  may  be  given  in  re- 
sponse to  a  variety  of  conditions  and  moods,  as  the  fol- 
lowing will  show : 


Provocative  expressions. 


Are  you 
Are  you 
Are  you 
Are  you 
You  are 
You  are 
You  are 


the  king? 
the  king? 
the  king? 
the  king? 
not  the  king, 
not  the  king, 
not  the  king. 


Simple  query.) 
I  am  surprised.] 
I  cannot  believe  it.] 
Tauntingly.] 
Positively.] 
More  positively.] 
Teasingly.] 


Replies. 

am  the  king, 
am  the  king, 
am  the  king, 
am  the  king, 
am  the  king;, 
am  the  king, 
am  the  king. 


THE  SPIRIT  OF  THE  SELECTION  463 

SELECTIONS  AND   SUGGESTIVE   STUDIES 

1.  He  laughed  till  the  tears  ran  down  his  face. 

2.  She  buried  her  face  in  her  mother's  lap  and  sobbed. 

3.  The  wicked  flee  when  no  man  pursueth ;   but  the 
righteous  are  bold  as  a  lion. 

4.  ':<  In  two  days/'  Cromwell  said  coolly,  "  the  city 
will  be  in  our  hands." 

5.  "  The  Indians,"  said   Braddock,  "  may  frighten 
continental  troops,  but  they  can  make  no  impression  on 
the  king's  regulars." 

6.  "  Have  you  read  to-day's  papers  ?  "  she  asked 
indifferently.     And   he   replied   quite   as   indifferently, 
:<  I  have  looked  them  over." 

7.  There  dwelt  a  miller,  hale  and  bold, 

Beside  the  river  Dee ; 
He  worked  and  sang  from  morn  till  night, 

No  lark  more  blithe  than  he. 
And  this  the  burden  of  his  song 


i,  2.    Enter  appreciatively  into  the  sentiment. 
Note  the  contrast  between  the  two  selections. 

3.  Imagine  how  one  stands,  and  feels,  and  looks,  and 
talks  when  he  is  bold  as  a  lion. 

4.  The  speaker  is  sure  of  his  statement. 

5.  Pride. 

7.    Lightness  and  brightness  balanced  with  gravity 
in  both  description  and  conversation. 


464  TEACHING  TO  READ 

Forever  used  to  be,  - 
"  I  envy  nobody,  no,  not  I, 
And  nobody  envies  me  !  " 

*  Thou'rt  wrong,  my  friend  !  "  said  old  Kirtg  Hal, 

"As  wrong  as  wrong  can  be; 
For  could  my  heart  be  light  as  thine, 

I'd  gladly  change  with  thee. 
And  tell  me  now  what  makes  thee  sing 

With  voice  so  loud  and  free, 
While  I  am  sad,  though  I'm  the  king, 

Beside  the  river  Dee  ?  " 

The  Miller  of  the  Dee  —  ISAAC  BICKERSTAFF  AND  CHARLES  MACICAY. 

8.    l  The  similarity  of  motion  in  families  is  another 
subject  well  worth  the  consideration  of  the  naturalist : 
the  soaring  of  the  birds  of  prey,  —  the  floating  of  the 
swallows,  with  their  short  cuts  and  angular  turns,  - 
the  hopping  of  the  sparrows,  —  the  deliberate  walk  of 
the  hens  and  the  strut  of  the  cocks,  —  the  waddle  of  the 
ducks  and  geese,  —  the  slow,  heavy  creeping  of  the 
land  turtle,  —  the  graceful  flight  of  the  sea  turtle  under 
the  water,  —  the  leaping  and  swimming  of  the  frog,  - 
the  swift  run  of  the  lizard,  like  a  flash  of  green  or  red 
light  in  the  sunshine,  —  the  dart  of  the  pickerel,  - 
the  leap  of  the   trout,  —  the   fluttering   flight  of  the 

8.  A  selection  that  is  full  of  expressive  words ;  that 
is,  words  vividly  representing  the  meaning  or  the 
feeling  meant  to  be  conveyed. 

Think  of  the  meaning  of  these  words  as  you  utter 
them :  soaring,  floating,  deliberate  walk,  strut,  waddle, 
slow,  heavy,  creeping,  graceful  flight,  leaping,  swift  run, 
dart,  leap,  quivering,  slow  crawling,  etc.  Imagine  each 
movement  until  the  idea  colors  the  utterance. 

(The  list  may  be  placed  on  the  blackboard  for  class  drill.) 


THE  SPIRIT  OF  THE  SELECTION  465 

butterfly,  —  the  quivering  poise  of  the  humming  bird, 
-  the  slow  crawling  of  the  snail,  —  the  sideway  move- 
ment of  the  sand  crab,  —  the  backward  walk  of  the 
crawfish,  —  the  almost  imperceptible  gliding  of  the 
sea  anemone  over  the  rock.  2  In  short,  every  family 
of  animals  has  its  characteristic  action. 

Methods  of  Study  in  Natural  History  —  Louis  AGASSIZ.    (Abridged.) 

9.  Good  name  in  man  and  woman,  dear  my  lord, 
Is  the  immediate  jewel  of  their  souls. 

Who  steals  my  purse  steals  trash ;  't  is  something, 

nothing ; 
'T  was   mine,    't  is   his,    and   has   been  slave  to 

thousands ; 

5  But  he  that  filches  from  me  my  good  name 
Robs  me  of  that  which  not  enriches  him 
And  makes  me  poor  indeed. 

Othello.    Act  III.    Scene  III  —  WILLIAM  SHAKESPEARE. 

10.  From  the  workshop  of  the  Golden  Key,  there 
issued    forth    a   tinkling   sound,    so   merry   and   good- 
humored,  that  it  suggested  the  idea  of  some  one  work- 
ing   blithely,    and    made    quite    pleasant    music.  .  .   . 
Tink,  tink,  tink,  —  clear  as  a  silver  bell,  and  audible 

For  further  exercises  of  this  variety,  see : 
Chap.    VII.   No.  48. 
Chap.  XIV.   Nos.  17,  19,  21,  22. 
Chap.    XV.   Nos.  1-3,  10,  12,  14,  20,  22,  26,  29. 

9.  Lines  I,  2,  earnestness;     3,  4,  indifference;    5-7, 
seriousness. 

Memorize. 

10.  Cheerfulness. 

1fi.  Study   tinkling;  merry;  good-humored;  blithely; 
tink,  tink,  tink. 


466  TEACHING  TO  READ 

at  every  pause  of  the  street's  harsher  noises,  as  though 
it  said,  "  I  don't  care ;  nothing  puts  me  out ;  'I  am 
resolved  to  be  happy." 

Women  scolded,  children  squalled,  heavy  carts  went 
rumbling  by,  horrible  cries  proceeded  from  the  lungs 
of  hawkers;  still  it  struck  in  again,  no  higher,  no 
lower,  no  louder,  no  softer;  not  thrusting  itself  on 
people's  notice  a  bit  the  more  for  having  been  outdone 
by  louder  sounds,  —  tink,  tink,  tink,  tink,  tink. 

It  was  a  perfect  embodiment  of  the  still  small  voice, 
free  from  all  cold,  hoarseness,  huskiness,  or  unhealthi- 
ness  of  any  kind.  Foot  passengers  slackened  their 
pace,  and  were  disposed  to  linger  near  it ;  neighbors 
who  had  got  up  splenetic  that  morning,  felt  good- 
humor  stealing  on  them  as  they  heard  it,  and  by  degrees 
became  quite  sprightly;  mothers  danced  their  babies 
to  its  ringing;  still  the  same  magical  tink,  tink,  tink, 
came  gayly  from  the  workshop  of  the  Golden  Key. 

1  Who  but  the  locksmith  could  have  made  such 
music  ?  *  A  gleam  of  sun  shining  through  the  un- 
sashed  window,  and  chequering  the  dark  workshop  with 
a  broad  patch  of  light,  fell  full  upon  him,  as  though 
attracted  by  his  sunny  heart.  8  There  he  stood  work- 
ing at  his  anvil,  his  face  all  radiant  with  exercise  and 
gladness,  his  sleeves  turned  up,  his  wig  pushed  off  his 
shining  forehead  —  the  easiest,  freest,  happiest  man  in 
all  the  world.  Barnaby  Rudge  —  CHARLES  DICKENS. 


1f2.    Study  scolded;    squalled;    rumbling;    tink,  tink. 

^[4.  SENTENCE  3.  Do  you  like  that  man  ?  Would 
you  like  to  know  him  ?  -  -  To  work  with  him  ?  Do  you 
feel  acquainted  with  him  ? 

Make  the  spirit  of  the  pictures  so  plain  that  your 
hearers  not  only  see  the  pictures  but  catch  the  cheer- 
fulness. 


THE  SPIRIT  OF  THE  SELECTION  467 

11.  Hurrah  !  hurrah  for  Sheridan  ! 
Hurrah  !  hurrah  for  horse  and  man  ! 

And  when  their  statues  are  placed  on  high, 
Under  the  dome  of  the  Union  sky, 
s  The  American  soldiers'  Temple  of  Fame, 
There  with  the  glorious  general's  name, 
Be  it  said,  in  letters  both  bold  and  bright, 
"  Here  is  the  steed  that  saved  the  day, 
By  carrying  Sheridan  into  the  fight, 
10      From  Winchester,  twenty  miles  away  !  " 

Sheridan's  Ride  —  THOMAS  BUCHANAN  READ. 

12.  "  What  is  this  that  ye  do,  my  children  ?  what 

madness  has  seized  you  ? 

Forty  years  of  my  life  have  I  labored  among  you, 
and  taught  you, 

Not  in  word  alone,  but  in  deed,  to  love  one  an- 
other ! 

Is  this  the  fruit  of  my  toils,  of  my  vigils  and 
prayers  and  privations  ? 

11.  Enthusiasm. 

What  relation  does  line  5  bear  to  line  4  ? 
Be  it  said  —  where  (line  7)  ? 

In  1864,  Sheridan  and  Early  were  fighting  in  the  Shenan- 
doah  Valley  and  Sheridan  was  winning.  But  during  an  ab- 
sence of  Sheridan  from  his  army,  Early  unexpectedly  fell  upon 
it  and  surprised  it  into  a  panic-stricken  retreat.  Sheridan 
was  at  Winchester,  —  twenty  miles  away,  but  he  could  hear 
the  cannon  with  their  "  terrible  grumble,  and  rumble,  and 
roar,"  and  mounting  his  horse,  he  raced  the  twenty  miles  to 
the  scene  of  the  disaster.  A  great  cheer  greeted  him  as  he 
came  in  sight  of  the  fleeing  cavalry.  "  We  must  face  the 
other  way,"  he  shouted ;  —  and  they  did ;  —  and  won. 

12.  Seriousness. 


468  TEACHING  TO  READ 

s  Have  you  so  soon  forgotten  all  lessons  of  love 

and  forgiveness  ? 
Thi.s  is  the  house  of  the  Prince  of  Peace,  and 

would  you  profane  it 
Thus  with  violent  deeds  and  hearts  overflowing 

with  hatred  ? 
Lo !  where  the  crucified  Christ  from  his  cross  is 

gazing  upon  you ! 
See  !  in  those  sorrowful  eyes  what  meekness  and 

holy  compassion ! 
10  Hark !   how  those   lips  still  repeat  the  prayer, 

'  O  Father,  forgive  them !  ' 
Let  us  repeat  that  prayer  in  the  hour  when  the 

wicked  assail  us, 
Let  us  repeat  it  now,  and  say,  '  O  Father,  forgive 

themr 

Evangflint  —  HENRY  WADSWORTH  LONGFELLOW. 


The  Acadians,  summoned  to  the  church  to  learn  the  will 
of  their  monarch,  found  themselves  prisoners.  They  stood 
silent  a  moment  in  speechless  wonder  and  then  madly  rushed 
to  the  doorway. 

"  Vain  was  the  hope  of  escape ;   and  cries  and  fierce  impre- 
cations 
Rang  through  the  house  of  prayer." 

Basil,  the  blacksmith,  who  shouted :  "  Down  with  the 
tyrants  of  England  !  "  and,  "  Death  to  these  foreign  soldiers ! " 
was  dragged  to  the  payement.  It  was  "  In  the  midst  of  the 
strife  and  tumult  of  angry  contention,"  that  Father  Felician, 

"  Entered,  with  serious  mien,  and  ascended  the  steps  of  the 

altar. 
Raising  his  reverend   hand,  with  a  gesture  he  awed  into 

silence 

All  that  clamorous  throng;    and  thus  he  spake  to  his 
people ; 


THE  SPIRIT  OF  THE  SELECTION  469 

13.  Rollicking  Robin  is  here  again ; 
What  does  he  care  for  the  April  rain  ? 
Care  for  it  ?     Glad  of  it.     Doesn't  he  know 
That  the  April  rain  carries  off  the  snow, 

s  And  coaxes  out  leaves  to  shadow  his  nest, 
And  washes  his  pretty  red  Easter  vest, 
And  makes  the  juice  of  the  cherry  sweet, 
For  the  hungry  little  robins  to  eat  ? 
:<  Ha,  ha,  ha !  "  hear  the  jolly  bird  laugh, 
10  "That  isn't  the  best  of  the  story  by  half." 

Sir  Robin  —  LUCY  LARCOM. 

14.  1  Gently,  silently,  the  love  of  a  great  people  bore 
the  pale  sufferer  to  the  longed-for  healing  of  the  sea,  to 
live  or  to  die,  as  God  should  will,  within  sight  of  its 
heaving  billows,  within  sound  of  its  manifold  voices. 
2  With  wan,  fevered  face  tenderly  lifted  to  the  cooling 
breeze,  he  looked  out  wistfully  upon  the  ocean's  chang- 
ing wonders ;  on  its  fair  sails,  whitening  in  the  morning 

Deep  were  his  tones  and  solemn;    in  accents  measured 
and  mournful." 

13.  Jollity. 

Rollicking,  moving  or  playing  in  a  gay,  careless,  merry 
manner. 

What  is  the  motive  behind  each  question  ?  To  what 
statement  is  each  equivalent  ? 

Line  10.      The  story  of  what  ? 

How  many  things  are  not  the  best  of  the  story  by  half  ? 
What  are  they  ? 

Read  the  story  so  that  your  hearers  will  wish  to  know 
the  other  half. 

14.  Sympathy. 

Gently  is  a  hard  word  to  say  gently. 


470  TEACHING  TO  READ 

light ;  on  its  restless  waves,  rolling  shoreward  to  break 
and  die  beneath  the  noonday  sun ;  on  the  red  clouds 
of  evening  arching  low  to  the  horizon  ;  on  the  serene  and 
shining  pathway  to  the  stars.  3  Let  us  think  that  his 
dying  eyes  read  a  mystic  meaning  which  only  the  rapt 
and  parting  soul  may  know.  *  Let  us  believe  that  in 
the  silence  of  the  receding  world  he  heard  the  great 
waves  breaking  on  a  further  shore,  and  felt  already  upon 
his  wasted  brow  the  breath  of  the  eternal  morning. 

Eulogy  ofGarfitld-r  JAMES  GILLESPIE  BLAINE. 

15.  Little  Nell  was  dead.  No  sleep  so  beautiful 
and  calm,  so  free  from  trace  of  pain,  so  fair  to  look 
upon.  She  seemed  a  creature  fresh  from  the  hand  of 
God,  and  waiting  for  the  breath  of  life ;  not  one  who 
had  lived  and  suffered  death.  .  .  . 

She  was  dead,  and  past  all  help,  or  need  of  it.  The 
ancient  rooms  she  had.  seemed  to  fill  with  life,  even 
while  her  own  was  waning  fast,  —  the  garden  she  had 
tended,  —  the  eyes  she  had  gladdened,  —  the  noiseless 
haunts  of  many  a  thoughtful  hour,  —  the  paths  she 
had  trodden  as  it  were  but  yesterday,  —  could  know  her 
never  more.  Old  Curiosity  Shop  —  CHARLES  DICKENS. 


Why  wistfully  (sentence  2)  ? 

What  is  a  mystic  meaning  (sentence  3)  ?  What 
mystic  meaning  might  be  read  in  each  of  the  things 
mentioned  in  sentence  2  ? 

To  what  further  shore  (sentence  4)  does  the  author 
allude  ? 

What  is  the  meaning  of  eternal  morning? 

15.    Sadness,  with  beauty. 

If  i.  Do  not  miss  the  balance  between  dead  and  sleep 
(line  i).  Seemed — not  really  was. 


THE  SPIRIT  OF  THE  SELECTION  471 

16.  The  golden  ripple  on  the  wall  came  back  again, 
and  nothing  else  stirred  in  the  room.  The  old,  old 
fashion !  The  fashion  that  came  in  with  our  first 
garments,  and  will  last  unchanged  until  our  race  has 
run  its  course,  and  the  wide  firmament  is  rolled  up  like 
a  scroll.  The  old,  old  fashion,  —  Death  ! 

Oh,  thank  God,  all  who  see  it,  for  that  older  fashion 
yet,  of  Immortality !  And  look  upon  us,  angels  of 
young  children,  with  regards  not  quite  estranged,  when 
the  swift  river  bears  us  to  the  ocean ! 

Dombey  and  Son  —  CHARLES  DICKENS. 

17.    It  sounds  to  him  like  her  mother's  voice, 

Singing  in  Paradise  ! 
He  needs  must  think  of  her  once  more, 

How  in  the  grave  she  lies ; 
And  with  his  hard,  rough  hand  he  wipes 

A  tear  out  of  his  eyes. 

The  Village  Blacksmith  —  HENRY  WADSWORTH  LONGFELLOW. 


Not.  —  Observe  the  contrast. 

1f2.    Consider  the  wide  variation  in  the  retrospective 
thought  of  the  parts  of  the  series. 

Haunt,  the  place  to  which  one  often  resorts. 

16.  The  solemnity  of  death. --The  death  of  little 
Paul. 

Can  you  feel  the  hush  pervading  the  scene  ? 
Note  the  poetic  melody  of  the  long  open  vowels. 
Regards,  affections.     Estranged,  diverted ;  withdrawn. 
To  what  swift  river  does  the  writer  refer  ? 

17.  Reverie. 

Wherein  lies  its  beauty  ?     Its  power  to  touch  hearts  ? 


472  TEACHING  TO  READ 

18.    THE  VOICE  OF  SPRING 

I  come,  I  come !  ye  have  called  me  long  - 
I  come  o'er  the  mountains  with  light  and  song! 
Ye  may  trace  my  steps  o'er  the  wakening  earth 
By  the  winds  which  tell  of  the  violet's  birth, 
By  the  primrose  stars  in  the  shadowy  grass, 
By  the  green  leaves  opening  as  I  pass. 

I  have  looked  o'er  the  hills  of  the  stormy  North, 

And  the  larch  has  hung  all  his  tassels  forth, 

The  fisher  is  out  on  the  sunny  sea, 

And  the  reindeer  bounds  o'er  the  pastures  free, 

And  the  pine  has  a  fringe  of  softer  green, 

And  the  moss  looks  bright  where  my  step  hath  been. 

I  have  sent  through  the  wood  paths  a  glowing  sigh, 
And  called  out  each  voice  of  the  deep  blue  sky,  - 
From  the  night  bird's  lay  through  the  starry  time, 
In  the  groves  of  the  soft  Hesperian  clime, 
To  the  swan's  wild  note  by  the  Iceland  lakes, 
When  the  dark  fir  branch  into  verdure  breaks. 

From  the  streams  and  founts  I  have  loosed  the  chain, 
They  are  sweeping  on  to  the  silvery  main, 
They  are  flashing  down  from  the  mountain  brows, 
They  are  flinging  spray  o'er  the  forest  boughs, 
They  are  bursting  fresh  from  their  sparry  caves, 
And  the  earth  resounds  with  the  joy  of  waves ! 

Come  forth,  O  ye  children  of  gladness  !  come ! 
Where  the  violets  lie  may  be  now  your  home. 
Ye  of  the  rose-lip  and  dew-bright  eye, 
And  the  bounding  footstep  to  meet  me  fly. 
With  the  lyre,  and  the  wreath,  and  the  joyous  lay, 
Come  forth  to  the  sunshine,  —  I  may  not  stay. 

FELICIA  HEMANS.     (Abridged.) 


THE  SPIRIT  OF  THE  SELECTION  473 


19.    THE   RAINY  DAY 

The  day  is  cold,  and  dark,  and  dreary; 
It  rains,  and  the  wind  is  never  weary ;' 
The  vine  still  clings  to  the  mouldering  wall, 
But  at  every  gust  the  dead  leaves  fall, 
And  the  day  is  dark  and  dreary. 

My  life  is  cold,  and  dark,  and  dreary ; 
It  rains,  and  the  wind  is  never  weary ; 
My  thoughts  still  cling  to  the  mouldering  Past, 
But  the  hopes  of  youth  fall  thick  in  the  blast, 
And  the  days  are  dark  and  dreary. 

Be  still,  sad  heart !  and  cease  repining ; 
Behind  the  clouds  is  the  sun  still  shining; 
Thy  fate  is  the  common  fate  of  all, 
Into  each  life  some  rain  must  fall, 
Some  days  must  be  dark  and  dreary. 

HENRY  WADSWORTH  LONGFELLOW. 


18.  Joy. 

Hear  the  music  in  the  lines  and  in  the  words  them- 
selves ;  see  the  beauty  in  the  personification  and  in 
such  expressions  as  primrose  stars,  shadowy  grass, 
leaves  opening  as  I  pass,  sunny  sea,  reindeer  bounds, 
pastures  free,  fringe,  softer  green,  founts  (Do  you  like  it 
better  than  fountains,  even  if  the  meter  would  allow 
the  latter  ?),  etc. 

Hesperian  (hes  pe'rf  an),  pertaining  to  Hesperia,  a  name 
given  by  poets  to  both  Italy  and  Spain. 

19.  Sadness  and  consolation.     Trace  the  balanced 
portions  between  stanzas  i  and  2. 

TURNER,  TEACH.  TO  READ 31 


474  TEACHING  TO  READ 


20.    THE  THROSTLE 

"  Summer  is  coming,  summer  is  coming. 

I  know  it,  I  know  it,  I  know  it. 
Light  again,  leaf  again,  life  again,  love  again," 

Yes,  my  wild  little  Poet. 

Sing  the  new  year  in  under  the  blue. 

Last  year  you  sang  it  as  gladly. 
"  New,  new,  new,  new ! 9i     Is  it  then  so  new 

That  you  should  carol  so  madly  ? 

"  Love  again,  song  again,  nest  again,  young  again,1 

Never  a  prophet  so  crazy ! 
And  hardly  a  daisy  as  yet,  little  friend, 

See,  there  is  hardly  a  daisy. 

"  Here  again,  here,  here,  here,  happy  year !  " 

O  warble  unchidden,  unbidden  f 
Summer  is  coming,  is  coming,  my  dear, 

And  all  the  winters  are  hidden. 

ALFRED  TENNYSON. 


20.  A  gem  of  happy  abandon. 

During  1888-1889  Mr.  Tennyson  had  a  severe  attack  of 
rheumatism,  and  we  read  :  "  Throughout  the  winter  he  fed 
the  thrushes  and  other  birds  as  usual  out  of  his  window.  To- 
wards the  end  of  the  month  of  February  he  sat  in  his  kitchen- 
garden  summerhouse,  listening  attentively  to  the  different 
notes  of  the  thrush,  and  finishing  his  song  of"  The  Throstle," 
which  he  had  begun  in  the  same  garden  (Farringford)  years 
ago."  He  was  almost  eighty  years  of  age. 

The  throstle,  or  European  song  thrush,  is  the  English 
prophet  of  summer. 

21.  Earnestness;  patriotism. 


THE  SPIRIT  OF  THE  SELECTION  475 

21.    PATRIOTISM 
From  The  Lay  of  the  Last  Minstrel     Canto  VI.      . 

Breathes  there  the  man,  with  soul  so  dead, 
Who  never  to  himself  hath  said, 

This  is  my  own,  my  native  land  ? 
Whose  heart  hath  ne'er  within  him  burned, 
s  As  home  his  footsteps  he  hath  turned 

From  wandering  on  a  foreign  strand  ? 
If  such  there  breathe,  go,  mark  him  well ; 
For  him  no  minstrel  raptures  swell ; 
High  though  his  titles,  proud  his  name, 
10  Boundless  his  wealth  as  wish  can  claim,  — 
Despite  those  titles,  power,  and  pelf, 
The  wretch,  concentered  all  in  self,' 
Living,  shall  forfeit  fair  renown, 
And,  doubly  dying,  shall  go  down 
is  To  the  vile  dust,  from  whence  he  sprung, 
Unwept,  unhonored,  and  unsung. 

SIR  WALTER  SCOTT. 


Lines  1-6.  Phrase  correctly.  Not,  Breathes  there  the 
man,  with  soul  so  dead,  but,  Breathes  there  a  particular 
kind  of  a  man,  —  a  man  who  meets  two  conditions. 

Line  7.    Such.  —  What  kind  ?     Why  If? 

Minstrel,  one  of  an  order  of  men  in  the  Middle  Ages  who 
subsisted  by  the  arts  of  poetry  and  music,  and  sang  to  the 
harp  verses  composed  by  themselves  or  others.  They  were 
either  regular  members  of  a  household,  providing  entertain- 
ment and  rehearsing  the  achievements  of  their  lords,  or 
wanderers  from  hall  to  hall. 

Pelf,  wealth  ;  —  often  with  the  idea  of  worthless. 

Why  would  no  minstrel  sing  of  such  a  man  ? 


476  TEACHING  TO  READ 

22.   JEAN  VALJEAN  AND  THE  BISHOP 

From  Lfs  Miserable*. 

The  door  was  thrown  open  wide.  A  man  entered 
and  stopped,  leaving  the  door  open  behind  him.  He 
had  his  knapsack  on  his  shoulder,  his  stick  in  his  hand, 
and  a  rou^h,  bold,  wearied,  and  violent  expression  in 
his  eyes.  TTie  firelight  fell  on  him ;  he  was  hideous ; 
it  was  a  sinister  apparition. 

The  bishop  fixed  a  quiet  eye  on  the  man,  as  he  opened 
his  mouth,  doubtless  to  ask  the  newcomer  what  he 
wanted.  The  man  leant  both  his  hands  on  his  stick, 
and,  not  waiting  for  the  bishop  to  speak,  said  in  a  loud 
voice, 

"  My  name  is  Jean  Valjean.  I  am  a  galley  slave,  and 
have  spent  nineteen  years  in  the  bagne.  I  was  lib- 
erated four  days  ago,  and  started  for  Pontarlier,  which 
is  my  destination.  I  have  been  walking  for  four  days 
since  I  left  Toulon,  and  to-day  I  have  marched  twelve 
leagues.  This  evening  on  coming  into  the  town  I  went 
to  the  inn,  but  was  sent  away  in  consequence  of  my 
yellow  passport,  which  I  had  shown  at  the  police  office. 
I  went  to  another  inn,  and  the  landlord  said  to  me, 
Be  off.  It  was  the  same  everywhere,  and  no  one  would 
have  any  dealings  with  me.  I  went  to  the  prison,  but 
the  jailer  would  not  take  me  in.  I  got  into  a  dog's 
kennel,  but  the  dog  bit  me  and  drove  me  off,  as  it  ir 
had  been  a  man;  it  seemed  to  know  who  I  was.  I 


Lines  9,  10.  Series.  Trace  the  separate  items  men- 
tioned in  line  II,  in  lines  9  and  10. 

Lines  13,  14.  Doubly  dying.  —  Passing  out  of  the 
world  and  out  of  the  memory  of  the  people. 

Shall  go  down,  —  where  ?     How  ? 

Memorize. 


THE  SPIRIT  OF  THE  SELECTION  477 

went  into  the  fields  to  sleep  in  the  starlight,  but  there 
were  no  stars.  I  thought  it  would  rain,  and  as  there 
was  no  God  to  prevent  it  from  raining,  I  came  back  to 
the  town  to  sleep  in  a  doorway.  I  was  lying  down  on 
a  stone  in  the  square,  when  a  good  woman  pointed  to 
your  house  and  said,  Go  and  knock  there.  What  sort 
of  a  house  is  this  ?  Do  you  keep  an  inn  ?  I  have  money, 
100  francs  15  sous,  which  I  earned  at  the  bagne  by  my 
nineteen  years'  toil.  I  will  pay,  for  what  do  I  care 
for  that,  as  I  have  money  !  I  am  very  tired  and  fright- 
fully hungry ;  will  you  let  me  stay  here  ? >! 

"  Madame  Magloire,"  said  the  bishop,  "  you  will 
lay  another  knife  and  fork." 

The  man  advanced  three  paces,  and  approached  the 
lamp  which  was  on  the  table.  "  Wait  a  minute," 
he  continued,  as  if  he  had  not  comprehended,  "  that 
will  not  do.  Did  you  not  hear  me  say  that  I  was  a 
galley  slave,  a  convict,  and  have  just  come  from  the 
bagne  ? >:  He  took  from  his  pocket  a  large  yellow 
paper,  which  he  unfolded.  "  Here  is  my  passport, 
yellow,  as  you  see,  which  turns  me  out  wherever  I  go. 
Will  you  read  it  ?  I  can  read  it,  for  I  learned  to  do  so 
at  the  bagne,  where  there  is  a  school  for  those  who 
like  to  attend  it.  This  is  what  is  written  in  my  pass- 
port :  '  Jean  Valjean,  a  liberated  convict,  native  of ' 
but  that  doe,s  not  concern  you  —  '  has  remained  nineteen 
years  at  the  galleys.  Five  years  for  robbery  with 
house-breaking,  fourteen  years  for  having  tried  to 
escape  four  times.  The  man  is  very  dangerous/ 
All  the  world  had  turned  me  out,  and  are  you  willing 
to  receive  me  ?  Is  this  an  inn  ?  Will  you  give  me  some 
food  and  a  bed  ?  Have  you  a  stable  ? ' 

''  Madame  Magloire,"  said  the  bishop,  "  you  will 
put  clean  sheets  on  the  bed  in  the  alcove." 

The  bishop  turned  to  the  man.  "  Sit  down  and  warm 
yourself,  sir  ?  We  shall  sup  directly,  and  your  bed  will 
be  got  ready  while  we  are  supping." 

The  man  understood  this  at  once.     The  expression 


478  TEACHING  TO  READ 

of  his  face,  which  had  hitherto  been  gloomy  and  harsh, 
was  marked  with  stupefaction,  joy,  doubt,  and  became 
extraordinary.  He  began  stammering  like  a  lunatic. 

"  Is  it  true  ?  what  ?  You  will  let  me  stay,  you  will 
not  drive  me  out,  a  convict  ?  You  call  me  Sir,  you  do 
not  '  thou  '  me.  'Get  out,  dog;'  that  is  what  is 
always  said  to  me;  I  really  believed  you  would  turn 
me  out,  and  hence  told  you  at  once  who  I  am !  Oh 
what  a  worthy  woman  she  was  who  sent  me  here !  I 
shall  have  supper,  a  bed  with  mattress  and  sheets, 
like  everybody  else  !  For  nineteen  years  I  have  not 
slept  in  a  bed !  You  really  mean  that  I  am  to  stay. 
You  are  worthy  people;  besides,  I  have  money  and 
will  pay  handsomely.  By  the  way,  what  is  your  name, 
Mr.  Landlord  ?  I  will  pay  anything  you  please,  for 
you  are  a  worthy  man.  You  keep  an  inn,  do  you  not  ? 

"  I  am,"  said  the  bishop,  "  a  priest  living  in  this 
house." 

"  A  priest !  "  the  man  continued.  While  speaking, 
he  deposited  his  knapsack  and  stick  in  a  corner,  re- 
turned his  passport  to  his  pocket,  and  sat  down. 
'  You  are  humane,  sir,  and  do  not  feel  contempt.  A 
good  priest  is  very  good.  Then  you  do  not  want  me 
to  pay  ?  " 

No,"  said  the  bishop,  "  keep  your  money.     How 
long  did  you  take  in  earning  these  one  hundred  francs  ?  " 

4  Nineteen  years." 

"  Nineteen  years  !  "  the  bishop  gave  a  deep  sigh. 

VICTOR  HUGO.    (Adapted  by  Cora  Marsland.) 


22.   Apparition,  appearance. 

Sinister,  indicative  of  lurking  evil  or  harm. 

Bagne  (ban'y'),  one  of  the  French  prisons  for  convicts  con- 
demned to  hard  labor,  after  the  abolition  of  the  galleys  in 
1848.  The  bagnes  were  abolished  in  1852.  (Wtbsur.) 

Galley,  a  vessel  of  the  middle  ages,  propelled  by  oars  and 


THE  SPIRIT  OF  THE  SELECTION  479 

sails.  A  war  galley  often  had  twenty  oars  on  each  side,  with 
many  rowers  at  an  oar.  Galley  slave,  a  slave  who  worked  at 
the  oars  on  a  galley ;  also  a  criminal  condemned  to  such  work. 

League,  a  measure  of  distance,  varying  for  different  times 
and  countries  from  2.4  to  4.6  miles.  In  France,  the  league 
is  now  2.49  miles. 

Franc,  a  French  coin  worth  19.3  cents. 

Sou  (soo),  an  old  French  coin  worth  about  one  cent. 

Strive  to  maintain  directness  of  expression  in  the 
descriptive  portions,  and  also,  particularly,  throughout 
the  long  paragraphs  spoken  by  Jean  Valjean. 

Consider  well  the  first  paragraph.  Why  bold?  Why 
wearied?  Why  violent?  Why  hideous  (revolting  to 
the  senses)  ?  Why  sinister  ? 

Contrast  his  manner  when  told  he  may  stay. 

Which  word  in  the  second  paragraph  suggests  the  key 
to  the  bishop's  manner  of  speaking  ? 

Reread,  for  the  special  purpose  of  trying  to  interpret 
the  Spirit  of  the  Selection  : 

Chap.      I.    Nos.  21,  22,  23,  32. 

Chap.     II.    Nos.  7,  34. 

Chap.   IV.    Nos.  14,  17,  19,  24,  27. 

Chap.     V.    Nos.  12,  27,  34. 

Chap.   VI.   Nos.  28,  29,  38,  43,  45,  50. 

Chap.  IX.   Nos.  9,  20,  24. 

Chap.  XI.    (Part  I)  Nos.  3,  4,  5,  6,  14,  15. 

(Part  II)  Nos.  17,  18,  19,  20,  21,  and 

portions  of  23  and  24. 
(Part  III)  Nos.  I,  3,  4,  8,  and  portions 

of  10,  n,  12,  13,  14. 

Chap.    XII.   Nos.  i,  2,  3,  4,  5,  6,  n,  12,  13,  etc. 
Chap.  XIII.   Nos.  i,  2,  3, 4,  5, 7,  8, 9, 10, 1 1, 14,  etc. 
Chap.    XV.   Nos.  i,  2,  3,  7,  9,  12,  14,  17,  18,  etc. 


480  TEACHING  TO  READ 

SUGGESTIVE  QUESTIONS  FOR  WRITTEN  REVIEW 

1.  Name  five  ways  in  which  "  Good  morning  "  may 
be  said. 

2.  (No.  7.)  How  does  the  spirit  of  stanza  I  differ  from 
that  of  stanza  2  ? 

3.  (No.  8.)  Which  words  can  be  uttered  in  a  manner 
that  will  suggest  the  spirit  of  the  passage  ? 

4.  (No.  8.)  Syllabify  the  following  words,  mark  their 
pronunciation,  and  define  them :    similarity,  considera- 
tion, naturalist,  angular,  deliberate,  pickerel,  poise,  im- 
perceptible, anemone,  characteristic. 

5.  (No.  Q.)  What  is  the  spirit  underlying  lines  I,  2? 
3,  A  ?     q-7  f 

6.  Make  a  list  of  the  "words  in  No.  10  that  you  are 
quite  sure  you  can  utter  with  a  feeling  of  the  spirit  that 
they  suggest. 

7.  What  is  the  underlying  spirit  of  selection  No.  1 1  ? 
Of  No.  12?    Of  No.  14?    Of  No.  15? 

8.  How  does  the  spirit  of  No.  16  differ  from  that  of 
No.  15? 

9.  Compare  Nos.   13,  18,  and  20.     Which  do  you 
prefer  for  a  spring;  sone  ?  —  Why  ? 

10.  Express  briefly  the  patriotic  lesson  to  be  gleaned 
from  No.  21. 


CHAPTER  XVII 
STUDIES  IN   PAUSE  - 

1.  Honor  is  the  subject  of  my  story. 

2.  That  fire  burns  is  one  of  the  first  lessons  of  child- 
hood. 

3.  The  saying  that  the  third  time  never  fails  is  old. 

4.  Some  one  has  called  the  eye  the  window  of  the  soul. 

5.  He  is  the  happy  man  whose  life  even  now  shows 
somewhat  of  the  happier  life  to  come.   WlLLIAM  COWPER 

1-5.    Pause  is  associated  with  emphasis  and  phrasing. 

Honor      is  the  subject  of  my  story. 
That  fire  burns  '   is  one  of  the  first  lessons  of  childhood. 
The  saying  that  the  third  time  never  fails      is  old. 
Some  one      has  called  the  eye     the  window      of  the  soul. 
He    is  the  happy  man    whose  life    even  now    shows    some- 
what of  the  happier  life  to  come. 

The  above  are  suggestive  and  not  arbitrary  indica- 
tions. Some  readers  may  be  impressed  with  the  impor- 
tance of  ideas  whose  emphatic  separateness  is  not 
indicated. 

Do  not  tell  a  pupil  he  must  pause  after  Honor. 
Say,  "  What  is  the  subject  of  your  story  ?  "  He  will 
say,  "  Honor."  Then  reply,  "  Read  the  sentence  so 
that  we  must  see  it."  If  the  result  is  not  satisfactory, 
say,  *  Try  it  again ;  make  it  plainer."  Again, 

481 


482  '.TEACHING  TO  READ 

6.  Education     begins     a    gentleman,     conversation 
completes  him. 

7.  The  fire  burns,  the  water  drowns,  the  air  consumes, 
the  earth  buries. 

Drift-Wood  —  HENRY  WADSWORTH  LONGFELLOW. 

8.  Sweet  are  the  uses  of  adversity, 
Which,  like  the  toad,  ugly  and  venomous, 
Wears  yet  a  precious  jewel  in  his  head ; 
And  this  our  life,  exempt  from  public  haunt, 
Finds  tongues  in  trees,  books  in  the  running  brooks, 
Sermons  in  stones,  and  good  in  everything. 

As  You  Like  It.     Act  II.     Scene  I  —  WILLIAM  SHAKESPEARE. 

9.  Here  I  reign  king. 

10.  After  a  'break  of  sixty  years  in  the  ducal  line 
of  the  English  nobility,  James  I  created  the  worthless 
Villiers  Duke  of  Buckingham. 


"  Plainer  yet."    If  necessary,  again,  "PLAINER  YET." 
By  the  time  the  class  have  reached  No.  5,  they  will 
realize  that  pause  has  to  do  with  emphasis  and  group- 
ing, but  that  it  is  the  result,  not  the  cause. 

6-8.    Pause,   as   associated   with  the  expression   of 
balanced  ideas. 

Education  -  -  begins 
conversation  -  -  completes 

The  fire     burns;  the  water     drowns;  the  air    consumes; 
the  earth      buries. 

9,  10.    Pauses  are  often  an  aid  in  difficult  expressions. 

Here  I         reign         king, 
created  the  worthless  Villiers      Duke  of  Buckingham. 


STUDIES   IN   PAUSE  483 

11.  Carthage  has  crossed  the  Alps ;   Rome,  the  seas. 

12.  As  thy  days,  so  shall  thy  strength  be. 

Deuteronomy  35:  25. 

13.  Trees  are  trees,   and  twigs  twigs,   but  man  is 
always  growing,  till  he  falls  into  the  grave. 

My   Novel  —  SIR  EDWARD  BULWER-LYTTON. 

14.  A  Scotch  mist  became  a  shower;   and  a  shower, 
a  flood ;   and  a  flood,  a  storm ;   and  a  storm,  a  tempest, 
thunder  and  lightning,  heavenquake  and  earthquake. 

15.  Histories   make   men   wise;    poets,   witty;    the 
mathematics,  subtle ;   natural  philosophy,  deep  ;  moral, 
grave;  logic  and  rhetoric,  able  to  contend. 

Of  Gardens  —  SIR  FRANCIS  BACON. 

1 6.  Art  is  long,   life  short,  judgment   difficult,  op- 
portunity transient.     To  act  is  easy,  to  think  is  hard ; 
to  act  according  to  our  thoughts  is  troublesome.  .  .  . 
It  is  but  a  part  of  art  that  can  be  taught;    the  artist 
needs  it  all.     Who  knows  it  half,  speaks  much    and 
is  always  wrong ;   who  knows  it  wholly,  inclines  to  act 
and  speaks  seldom  or  late. 

Wilhelm  Meister  —  JOHANN  WOLFGANG  VON  GOETHE. 
(Translated  by  Thomas  Carlyle.) 

11-17.    Pauses  resulting  from  omissions. 

Carthage  has  crossed  the  Alps ;  Rome  [has  crossed]  the 
seas. 

As  thy  days  [are]     so  shall  thy  strength  be. 

15.  Motal  what  ?  Note  the  closer  relation  between 
the  fourth  and  fifth  groups  because  of  the  omission  of 
the  subject  (philosophy)  in  the  fifth  group. 


484  TEACHING  TO  READ 

17.  All  nature  is  but  art,  unknown  to  thee; 

All  chance,  direction,  which  thou  canst  not  see; 

All  discord,  harmony  not  understood ; 

All  partial  evil,  universal  good  : 

And  spite  of  pride,  in  erring  reason's  spite, 

One  truth  is  clear :  Whatever  is,  is  right. 

An  Essay  on  Man.     Epistle  I  —  ALEXANDER  POPE. 

1 8.  You  have  given  the  command   to  a  person  of 
illustrious   birth,    of  ancient   family,    of    innumerable 
statues,  but  —  of  no  experience. 

19.  Then  he  climbed  the  tower  of  the  Old  North 

Church, 

By  the  wooden  stairs,  with  stealthy  tread, 
To  the  belfry-chamber  overhead, 
And  startled  the  pigeons  from  their  perch 

s   On  the  sombre  rafters,  that  round  him  made 
Masses  and  moving  shapes  of  shade,  - 
By  the  trembling  ladder,  steep  and  tall, 
To  the  highest  window  in  the  wall, 
Where  he  paused  to  listen  and  look  down 

10   A  moment  on  the  roofs  of  the  town, 
And  the  moonlight  flowing  over  all. 

Paul  Revert's  Ridt  —  HENRY  WADSWORTH  LONGFELLOW. 


17.  Line  I.    What  is  unknown  to  thee? 

Line  2.    Note  that  the  relation  at  the  second  comma 
is  closer  than  at  the  first. 

1 8.  Pause  preceding  an  unexpected  change. 

19.  Pauses   resulting  from  collateral   thinking   and 
marking  momentary  completeness. 

The  old  rule  that  the  voice  rises  at  a  comma  and 
falls  at  a  period  has  long  since  been  put  away.     This 


STUDIES   IN   PAUSE  485 

20.  They  drew  him  to  my  very  feet  —  insensible  — 
dead.     He  was  carried  to  the  nearest  house  .  .  .  and 
every  means  of  restoration  tried ;     but  he   had   been 
beaten  to  death  by  the  great  wave,  and  his  generous 
heart  was  stilled  forever. 

David  Copperfield  —  CHARLES  DICKENS. 

21.  And  lo !  as  he  looks,  on  the  belfry's  height 
A  glimmer,  and  then  a  gleam  of  light ! 

He  springs  to  the  saddle,  the  bridle  he  turns, 
But  lingers  and  gazes,  till  full  on  his  sight 
A  second  lamp  in  the  belfry  burns ! 

Paul  Revere 's  Ride  —  HENRY  WADS  WORTH  LONGFELLOW. 


long  sentence  illustrates  its  fallacy.  Read  first  with 
rising  inflections  throughout.  Then  read,  noting  the 
separate  stages  of  progression,  seeing  the  pictures 
presented,  and  imagining  the  acts. 

Then  he  climbed  the  tower     of  the  Old  North  Church 
By  the  wooden  stairs      with  stealthy  tread 
To  the  belfry-chamber      overhead 
And  startled  the  pigeons      from  their  perch 
On  the  sombre  rafters      that      round  him      made 
Masses  and  moving  shapes  of  shade 
By  the  trembling  ladder      steep  and  tall 
To  the  highest  window  in  the  wall 
Where  he  paused 
to  listen 

and  look  down     A  moment      on  the  roofs 
of  the  town     And  the  moonlight     flowing  over  all. 

Trace    progression :   tower;    belfry-chamber ;    highest 
window. 

20.    Appreciation  of  the  time  involved  brings  pause. 
Do  not  miss  the  atmosphere  of  the  scene. 


486  TEACHING  TO  READ 

22.  Four  shall  not  enter  Paradise:   the  scoffer,  the 
liar,  the  hypocrite,  and  the  slanderer.  Talmud 

23.  We  made  our  way  up  the  mountain,  riding  in  the 
shade  of  lofty  birches,  occasionally  crossing  the  path 
of  some  clear  mountain  stream,  but  hearing  no  human 
voice  and  seldom  even  the  chirp  of  bird  or  insect. 

24.  There  was  once  a  child,  and  he  strolled  about 
a  good  deal,  and  thought  of  a  number  of  things.     He 
had  a  sister,  who  was  a  child  too,  and  his  constant  com- 
panion.    These    two    used    to   wonder   all   day    long. 
They  wondered  at  the  beauty  of  the  flowers ;    they 
wondered  at  the  height  and  blueness  of  the  sky ;  they 
wondered  at  the  depth  of  the  bright  water ;  they  won- 
dered at  the  goodness  and  power  of  the  God  who  made 
the  lovely  world. 

They  used  to  say  to  one  another,  sometimes:  Sup- 
posing all  the  children  upon  the  earth  were  to  die, 
would  the  flowers,  and  the  water,  and  the  sky  be  sorry. 
They  believed  they  would  be  sorry.  For,  said  they, 
the  buds  are  the  children  of  the  flowers,  and  the  little 
playful  streams  that  gambol  down  the  hillsides  are 
the  children  of  the  water ;  and  the  smallest  bright  specks 
playing  at  hide  and  seek  in  the  sky  all  night  must  surely 

21.  Time  again.     Even  the  glimmer  and  the  gleam 
are  separate. 

22.  Consider  the  significance  of  scoffer,  liar,  hypo- 
crite, slanderer,  as  you  read. 

23.  Do  not  confuse  the  pictures. 

24.  Do  not  hurry  your  hearers.     Give  them  time  to 
"  wonder "   and   reason  with   the  children,   and   help 
them  all  you  can. 


STUDIES  IN   PAUSE  487 

be  the  children  of  the  stars ;  and  they  would  all  be 
grieved  to  see  their  playmates,  the  children  of  men,  no 
more.  A  child's  Dream  of  a  Star  —  CHARLES  DICKENS. 

25.  I  think  you  cannot  doubt  that  there  was  a  con- 
spiracy  formed    for   the   purpose   of  committing  this 
murder,    and   who   the   conspirators  were ;    that   you 
cannot  doubt  that  the  Crowninshields  and  the  Knapps 
were  the  parties  in  this  conspiracy :    that  you  cannot 
doubt  that  the  prisoner  at  the  bar  knew  that  the  murder 
was  to  be  done  on  the  night  of  the  sixth  of  April ;  that 
you  cannot  doubt  that  the  murderers  of  Captain  White 
were  the  suspicious  persons  seen  in  and  about  Brown 
Street   on   that  night :    that  you   cannot   doubt  that 
Richard   Crowninshield   was   the   perpetrator  of  that 
crime ;    that  you  cannot  doubt  that  the  prisoner  at 
the  bar  was  in  Brown  Street  on  that  night.     If  there, 
then  it  must  be  by  agreement,  to  countenance,  to  aid 
the  perpetrator.     And  if  so,  then  he  is  guilty  as  PRIN- 
CIPAL. 

Plea  in  Case  of  the  Commonwealth  vs.  Knapp  —  DANIEL  WEBSTER. 

26.  I  bring  fresh  showers  for  the  thirsting  flowers, 

From  the  seas  and  the  streams  ; 
I  bear  light  shade  for  the  leaves  when  laid 

In  their  noonday  dreams. 
From  my  wings  are  shaken  the  dews  that  waken 


25.  Momentary  completeness.     Mr.  Webster  is  sum- 
ming  up.     He  wishes   every   portion   to   impress   his 
hearers,  and  to  lodge  in  their  minds,  and,  for  the  mo- 
ment, each  portion  stands  complete.     He  might  have 
expressed  it  in  first,  second,  and  third  style.  —  Could  he 
have  delivered  it  as  effectively  ? 

26.  Study  the  caesura.     See  Chapter  II,  No.  33. 


488  TEACHING  TO  READ 

The  sweet  buds  every  one, 
When  rocked  to  rest  on  their  mother's  breast, 

As  she  dances  about  the  sun. 
I  wield  the  flail  of  the  lashing  hail, 

And  whiten  the  green  plains  under, 
And  then  again  I  dissolve  in  rain, 

And  laugh  as  I  pass  in  thunder. 

The  Cloud — PERCY  BYSSHE  SHELLEY. 

27.    !<  But  sometimes  virtue  starves  while  vice  is  fed." 
What  then  ?     Is  the  reward  of  virtue  bread  ? 
That,  vice  may  merit,  't  is  the  price  of  toil ; 
The  knave  deserves  it,  when  he  tills  the  soil, 
s  The  knave  deserves  it,  when  he  tempts  the  main, 
Where  folly  fights  for  kings,  or  dives  for  gain. 
Honor  and  shame  from  no  condition  rise ; 
Act  well  your  part,  there  all  the  honor  lies. 
Worth  makes  the  man,  and  want  of  it  the  fellow; 
10  The  rest  is  all  but  leather  or  prunella. 
A  wit's  a  feather,  and  a  chief  a  rod ; 
An  honest  man's  the  noblest  work  of  God. 
One  self-approving  hour  whole  years  outweighs 
Of  stupid  starers,  and  of  loud  huzzas. 

An  Essay  on  Man.    EpistU  IV  —  ALEXAMDW  POPE.    (Abridged.) 

27.  A  variety  of  illustrations  of  pause.  Find  an 
example  of  noticeable  cxsural  pauses;  of  unindicated 
pauses  from  phrasing ;  from  emphasis  ;  of  momentary 
completeness ;  of  pause  resulting  from  collateral  thinking. 

Line  I.    Bring  out  the  balancing  of  thought. 

Line  2.    What  then ?--  Express  the  question  in  full. 

The  natural  order  would  be :  Is  bread  the  reward 
of  virtue?  Recall  No.  31,  page  27. 

Express  in  your  own  words  the  thought  of  lines  2-5. 

Line  7.    Explain.     Note  the  force  of  condition. 


STUDIES  IN  PAUSE  489 

28.   ADDRESS  AT  THE  DEDICATION  OF  THE 
GETTYSBURG  CEMETERY 

November  19,  1863. 

1  Fourscore  and  seven  years  ago  our  fathers  brought 
forth  upon  this  continent  a  new  nation,  conceived  in 
liberty  and  dedicated  to  the  proposition  that  all  men 
are  created  equal.  2  Now  we  are  engaged  in  a  great 
civil  war,  testing  whether  that  nation  so  conceived  and 
so  dedicated,  can  long  endure.  3  We  are  met  on  a  great 
battlefield  of  that  war.  4  We  have  come  to  dedicate 
a  portion  of  that  field  as  a  final  resting-place  for  those 
who  gave  their  lives  that  that  nation  might  live.  5  It 
is  altogether  fitting  and  proper  that  we  should  do  this. 
6  But  in  a  larger  sense  we  cannot  dedicate,  we  cannot 
consecrate,  we  cannot  hallow  this  ground.  7  The  brave 
men,  living  and  dead,  who  struggled  here,  have  con- 
secrated it  far  above  our  power  to  add  or  detract. 

8  The  world  will  little  note,  nor  long  remember,  what  we 
say  here,  but  it  can  never  forget  what  they  did   here. 

9  It  is  for  us,  the  living,  rather,  to  be  dedicated  here  to 
the  unfinished  work  which  they  who  fought  here  have 
thus  far  so  nobly  advanced.     10  It  is  rather  for  us  to  be 
here  dedicated  to  the  great  task  remaining  before  us  — 
that  from  these  honored  dead  we  take  increased  de- 
votion to  that   cause   for  which  they  gave  the   last 
measure  of  devotion ;  that  we  here  highly  resolve  that 
these  dead  shall  not  have  died  in  vain ;  that  this  nation, 
under  God,  shall  have  a  new  birth  of  freedom;    and 
that  'government  of  the  people,  by  the  people,  and  for 
the  people,  shall  not  perish  from  the  earth. 

ABRAHAM  LINCOLN. 


Line  8.    Express  the  thought  in  your  own  words. 
Line  9.    See  No.  19,  page  233. 
Line  n.    Explain  the  meaning. 

TURNER,  TEACH.  TO  READ 32 


490  TEACHING  TO  READ 

Lines  13,  14.    Express  the  thought  in  your  own  words. 
Select  and  memorize  two  quotations. 

28.  In  his  speech  at  Gettysburg  Abraham  Lincoln 
gave  to  the  world  a  production  which  for  combined 
simplicity  of  expression,  nobility  of  sentiment,  and 
grandeur  of  thought  has  few  equals  in  the  literature 
of  the  world. 

The  battle  of  Gettysburg  was  fought  July  1-3,  1863.  In 
it  23,000  Union  soldiers  were  lost  and  25,000  Confederates. 
The  cemetery  contains  the  graves  of  3580  soldiers. 

A  multitude  of  people  waited  through  a  long  program 
keenly  interested  to  hear  what  Abraham  Lincoln  would  say. 
Concerning  the  speech,  Edward  Everett,  the  orator  of 
the  day,  wrote  to  President  Lincoln  on  the  day  following: 

"  Permit  me  to  express  my  great  admiration  of  the  thouplu  s 
expressed  by  you  with  such  eloquent  simplicity  and  ap- 
propriateness at  the  consecration  of  the  cemetery.  I  should 
be  glad  if  I  could  flatter  myself  that  I  came  as  near  to  the 
central  idea  of  the  occasion  in  two  hours  as  you  did  in  two 


minutes." 


Weigh  the  sentences  —  the  clauses  —  the  words. 

Consider  the  selection  from  this  viewpoint:  "  It  is 
a  gem  of  brevity,  from  which  no  word  can  be  taken 
without  a  loss,  and  no  word  added  to  make  again/' 

SENTENCE  7.  When  shown  the  slope  of  Cemetery  Ridge  up 
which  General  Pickett  and  15,000  Confederates  charged  after 
crossing  a  mile  of  open  ground  under  a  terrible  fire  from  the 
Union  guns,  Lincoln  said,  "  I  am  proud  to  be  the  country- 
man of  the  men  who  assailed  these  heights." 

Why  is  this  condensed  style  of  composition  suited 
to  open-air  speaking  to  a  vast  gathering  of  people  ? 


CHAPTER  XVIII 
STUDIES  IN  CONTINUOUS  THINKING 

Long,  involved,  perfectly  constructed  complex  sen- 
tences are  common  in  literature,  but  not  in  conversa- 
tion. The  average  reader  is  unfamiliar  with  their 
construction  and  inexperienced  in  their  expression. 
They  are  finished  products  of  literary  artists  and  elo- 
quent orators,  and  upon  the  thought  and  arrangement 
of  many  of  them  have  been  expended  the  very  best 
efforts  of  the  greatest  minds.  To  attempt  their  expres- 
sion without  understanding  and  appreciation  is  to  be- 
come entangled  in  their  complexity. 

Chapter  XVIII,  therefore,  presents  for  our  study  and 
practice  long  involved  sentences,  and  selections  contain- 
ing the  same. 

PEDAGOGICAL  INTRODUCTION 

The  conversation  of  our  pupils  is  made  up  of  short 
sentences,  and  loose,  disjointed,  poorly  connected  ones. 
Long  and  involved  sentences  are  therefore  something 
new  in  the  field  of  expression  and  should  be  so  recog- 
nized and  so  dealt  with. 

Begin  with  the  complete  sentence;  then  take  it 
apart.  Trace  first  the  main  thought,  and  have  it  read. 
In  No.  6,  for  instance,  it  is,  We  do  publish  and  declare 
that  -  •>•  that  -  -  that  -  -  that.  Then  link  on  one  by  one  the 
completing  parts,  looking  into  each  first  by  itself, 

491 


492  TEACHING  TO  READ 

Then  go  back  and  link  on  the  subordinate  parts :  We 
—  who?  We  —  who,  and  where?  We  —  who,  where, 
and  in  what  manner?  Do  —  how?  Publish  and  de- 
clare —  how  ? 

Artistic  expression  of  a  complex  sentence  lies  in  keep- 
ing the  main  line  of  thought  clear,  and  the  relation  of 
the  subordinate  parts  clear,  and  in  the  presentation  of 
each  part  according  to  its  relative  degree  of  importance. 

Frequently  it  will  be  advisable  to  get  the  sentence 
before  the  pupils  in  some  form  in  which  they  can  all 
see  the  various  parts  and  their  relations  one  to  an- 
other. As  an  aid  in  this  work  suggestive  outlines  for 
the  thought-analyses  of  a  number  of  sentences  are 
included.  They  are  not  to  be  looked  upon  as  gram- 
matical diagrams,  and  in  working  them  out  there  is 
no  necessity  that  a  single  grammatical  term  be  used. 

At  first  the  outlines  may  be  reasoned  out  through 
the  combined  efforts  of  teacher  and  pupils  :  the  teacher 
questioning;  the  pupils  answering;  and  the  teacher 
writing  the  result  upon  the  blackboard.  When  an  out- 
line stands  complete,  the  teacher  can  indicate  with  the 
pointer  the  portions  that  she  desires  read  or  the  rela- 
tions that  she  desires  expressed,  concluding  with  the 
reading  of  the  entire  sentence.  A  few  moments  may 
then  be  spent  by  the  pupils  in  studying  the  printed 
sentence  in  connection  with  trre  work  upon  the  black- 
board. THEN  THE  WORK  UPON  THE  BOARD  SHOULD 
BE  IGNORED  and  the  reading  be  practiced  from  the 

BOOK  ALONE. 

The  outlining  of  one  long  sentence  may  be  assigned 
as  a  part  of  the  preparation  of  the  lesson. 

Reread  the  Pedagogical  Introduction  to  Chap.  V. 


STUDIES   IN  CONTINUOUS  THINKING  493 


SELECTIONS  AND  SUGGESTIVE  STUDIES 

i.    Ye,  who  sometimes,  in  your  rambles 
Through  the  green  lanes  of  the  country, 
Where  the  tangled  barberry-bushes 
Hang  their  tufts  of  crimson  berries 

s  Over  stone  walls  gray  with  mosses, 
Pause  by  some  neglected  graveyard, 
For  a  while  to  muse,  and  ponder 
On  a  half-effaced  inscription, 
Written  with  little  skill  of  song-craft, 

10  Homely  phrases,  but  each  letter 
Full  of  hope  and  yet  of  heart-break, 
Full  of  all  the  tender  pathos 
Of  the  Here  and  the  Hereafter ;  - 
Stay  and  read  this  rude  inscription, 

is  Read  this  song  of  Hiawatha  ! 

The  Song  of  Hiawatha  —  HENRY  WADSWORTH  LONGFELLOW. 


i.  Trace  the  main  thought.  Understand  the  rela- 
tion which  each  subordinate  portion  bears  to  the  main 
thought. 

Ye,  who  .  .  .  pause  ...  to  muse  and  ponder  .  .  . 
stay  and  read  this  rude  inscription  .  .  . 

Ye,  who  .  .  .  pause  —  how  often  ?    When  ?    Where  ? 

To  muse  and  ponder  —  how  long  ?     On  what  ? 

What  relation  does  homely  phrases  (line  10)  bear  to 
a  half-effaced  inscription?  Meaning  of  homely? 

Express  in  your  own  words  the  meaning  of  lines  10-13. 

Why  do  you  think  Mr.  Longfellow  preferred  to  use 
leading  words  beginning  with,  the  same  letter  in  lines 
II  and  13  ? 

Rude  inscription   (line   14).  —  Compare  lines   8-13. 


494  TEACHING  TO  READ 

2.  1  Despite  these  oddities,  —  and  even  they  had,  for 
me  at  least,  a  humor  of  their  own,  —  there  was  much  in 
this  mode  of  traveling  which  I  heartily  enjoyed  at  the 
time,  and  look  back  upon  with  great  pleasure.  -  Even 
the  running  up,  barenecked,  at  five  o'clock  in  the 
morning,  from  the  tainted  cabin  to  the  dirty  deck ; 
scooping  up  the  icy  water,  plunging  one's  head  into 
it,  and  drawing  it  out,  all  fresh  and  glowing  with  the 
cold,  was  a  good  thing.  3  The  fast,  brisk  walk  upon 
the  towing-path,  between  that  time  and  breakfast, 
when  every  vein  and  artery  seemed  to  tingle  with  health  ; 
the  exquisite  beauty  of  the  opening  day  when  light  came 
gleaming  off  from  everything ;  the  lazy  motion  of  the 
boat,  when  one  lay  idly  on  deck,  looking  through, 
rather  than  at,  the  deep  blue  sky;  the  gliding  on  at 
night  so  noiselessly,  past  frowning  hills,  sullen  with 
dark  trees,  and  sometimes  angry  in  one  red  burning 
spot  high  up,  where  unseen  men  lay  crouching  round 
a  fire;  the  shining  out  of  the  bright  stars,  undisturbed 
by  noise  of  wheels  or  steam  or  any  other  sound  than 
the  liquid  rippling  of  the  water  as  the  boat  went  on,— 
all  these  were  pure  delights. 

Life  on  a  Canal  Boat.     American  Notes  —  CHARLES  DICKENS. 


Inscription,  that  which  is  written  so  as  to  form  a  lasting  or 
public  record ;  especially  a  text  or  record  on  a  monument. 

How  is  "  The  Song  of  Hiawatha  "  an  inscription  ? 
Song,  poetical  composition;  poem. 

2.  Sentence  3  is  of  a  very  different  construction  from 
the  one  from  "  The  Song  of  Hiawatha." 

All  these  were  pure  delights.  -  -  Trace  the  series  of 
unmodified  "  delights " ;  The  walk,  the  beauty,  the 
motion,  etc.  What  mark  of  punctuation  indicates  the 
divisions  of  the  series  ? 


STUDIES  IN  CONTINUOUS  THINKING  495 

Consider  each  topic  separately. 

What  kind  of  a  walk?  What  is  the  difference  in  the 
meaning  of  fast  and  brisk?  A  walk  —  when  ?  Where  ? 
Under  what  condition  ? 

Read  part  i,  remembering  that  the  thought  is  in- 
complete, and  that  the  hearer  must  wait  for  the  final 
clause  to  know  what  is  said  about  the  walk. 

Consider  part  2.     What  is  the  new  topic  ? 

Observe  the  value  of  the  modifying  ideas.  Meaning 
of  exquisite?  Can  you  imagine  the  condition  described 
in  the  modifying  clause  ? 

Read  parts  i  and  2,  remembering  that  while  each  is 
independently  important,  both  are  parts  of  a  whole. 
Add  to  the  reading,  these  were  pure  delights. 

Consider  part  3. 

Contrast  the  spirit  of  part  3  with  the  spirit  of  part  I  : 

The  fast,  brisk  walk. 

The  lazy  motion  of  the  boat. 

Read  parts  i,  2,  and  3  and  the  main  clause.  Read 
so  that  a  hearer  will  note  the  divisions,  and  the  changes 
in  topic,  and  yet  at  the  same  time  know  that  the  whole 
thought  is  incomplete  until  the  final  clause  has  been 
read. 

Study  part  4,  and  how  to  manage  the  long  descrip- 
tive portion  and  yet  keep  the  main  divisions  of  the 
series  plain  and  the  main  topics  clear  for  a  hearer. 

Study  part  5  with  the  same  aim. 

Read  the  sentence  complete. 

All  these.  —  Consider  what  the  expression  includes. 

Practice  reading  the  sentence  both  from  the  outline 
(see  page  508)  and  from  the  text. 


496  TEACHING  TO  READ 

3.  Could  Nature's  bounty  satisfy  the  breast, 
The  sons  of  Italy  were  surely  blest ; 
Whatever  fruits  in  different  climes  are  found, 
That  proudly  rise,  or  humbly  court  the  ground ; 

s  Whatever  blooms  in  torrid  tracts  appear, 

Whose  bright  succession  decks  the  varied  year ; 
Whatever  sweets  salute  the  northern  sky 
With  vernal  lives,  that  blossom  but  to  die; 
These,  here  disporting,  own  the  kindred  soil, 

10  Nor  ask  luxuriance  from  the  planter's  toil; 
While  sea-born  gales  their  gelid  wings  expand, 
To  winnow  fragrance  round  the  smiling  land. 

The  Traveler  —  OLIVER  GOLDSMITH. 

4.  If  the  ancient  Roman  could  believe  that  the 
yellow  Tiber  was  the  river  dearest  to  heaven ;  if  the 
Englishman  can  see  a  grandeur  in  the  Thames  which 
its  size  will  not  suggest ;  if  the  Alpine  storm-wind  is  a 
welcome  home-song  to  the  Swiss  mountaineer;  if  the 
Laplander  believes  that  his  country  is  the  best  the  sun 
shines  upon ;  if  the  sight  of  one's  own  national  flag  in 
other  lands  will  at  once  awaken  feelings  that  speed  the 
blood  and  melt  the  eyes;  if  the  poorest  man  will  some- 
times cherish  a  proud  consciousness  of  property  in  the 
great  deeds  that  glow  upon  his  country's  annals  and  the 
monuments  of  its  power,  —  let  us  confess  that  the  heart 
of  man,  made  for  the  Christian  law,  was  made  also  to 


3.  Numbers  2  and  3  are  similar.  Note  These  in 
No.  3,  and  all  these  in  No.  2.  But  No.  3  is  a  step 
more  difficult  than  No.  2.  (See  outline,  page  509.) 

Compare  the  outlines.  Observe  the  three-part  ar- 
rangement of  No.  3,  and  the  two-part  of  No.  2. 

Express  in  your  own  words  the  thought  of  the  last 
two  lines. 


STUDIES   IN  CONTINUOUS  THINKING  497 

contract  a  special  friendship  for  its  native  soil,  its  kin- 
dred stock,  its  ancestral  traditions,  —  let  us  not  fail 
to  see  that  where  the  sentiment  of  patriotism  is  not 
deep,  a  sacred  affection  is  absent,  an  essential  element 
of  virtue  is  wanting,  and  religion  is  barren  of  one  promi- 
nent witness  of  its  sway. 

Privileges  and  Duties  of  Patriotism  —  THOMAS  STARR  KING. 

5.  Such,  fellow  citizens,  as  I  contemplate  them,  are 
the  great  issues  before  the  country,  —  nothing  less,  in 
a  word,  than  whether  the  work  of  our  noble  fathers 
during  the  revolutionary  and  constitutional  age  shall 
perish  or  endure;  whether  this  great  experiment  in 
national  polity,  which  binds  a  family  of  free  republics 
in  one  united  government,  —  the  most  hopeful  plan 
for  combining  the  home-bred  blessings  of  a  small  state 
with  the  stability  and  power  of  great  empire,  —  shall 
be  treacherously  and  shamefully  stricken  down,  in  the 
moment  of  its  most  successful  operation,  or  whether 
it  shall  be  bravely,  patriotically,  triumphantly  main- 
tained. The  Great  Issue  —  EDWARD  EVERETT.  (1861.) 


4.  Here  again  we  find  series,  but  we  find  also  the 
inverted   order  of  the   conditional   clause.     Find   the 
main  portion.     (Let  us  confess  .  .  .  and  let  us  not  fail 
to  see,  etc.) 

Make  an  outline  of  the  sentence. 

Practice  expressing  the  relations  indicated  thereon. 

Study  the  text.     Read  the  text. 

5.  The  reading  of  this  long  sentence  is  simplified 
by  understanding  the  meaning  and  use  of  whether. 

Observe  that  the  issues  do  not  separate  into  a 
three-part  series  beginning  whether  .  .  .  whether  .  .  . 
whether,  but  that  the  arrangement  is  whether  ...  or, 


498  TEACHING  TO  READ 

6.  1  We,  therefore,  the  representatives  of  the  United 
States   of  America,    in   General    Congress    assembled, 
appealing  to  the  Supreme  Judge  of  the  world  for  the 
rectitude  of  our  intentions,  do,  in  the  name  and  by  the 
authority  of  the  good  people  of  these  Colonies,  solemnly 
publish  and  declare,  that  these  united  colonies  are,  and 
of  right   ought   to   be,   free   and   independent  States; 
that  they  are  absolved  from  all  allegiance  to  the  British 
crown,  and  that  all  political  connection  between  them 
and  the  state  of  Great  Britain  is,  and  ought  to  be,  totally 
dissolved,  and  that,  as  free  and  independent  States, 
they  have  full  power  to  levy  war,  conclude  peace,  con- 
tract alliances,  establish  commerce,  and  do  all  other 
acts  and  things  which  independent  States  may  of  right 
do.     *  And  for  the  support  of  this  declaration,  with 
a  firm  reliance  on  the  protection  of  Divine  Providence, 
we  mutually  pledge  to  each  other  our  lives,  our  for- 
tunes, and  our  sacred  honor. 

Conclusion  of  ike  Declaration  of  Independence. 

7.  f  I  have  no  light  or  knowledge  not  common  to 
my  countrymen.     2 1  do  not  prophesy.     J  The  present 
is  all-absorbing  to  me,  but  I  cannot  bound  my  vision 


and  whether  ...  or  whether.     (See  outline,  page  509.) 

6.  Here  again  we  have  series  (as  we  so  often  do  in 
long  sentences),  but  we  have  also  a  number  of  portions 
inserted  between  the  subject  and  the  predicate,  that 
make  the  reading  difficult.     Outline  sentence  i. 

7.  Outline  sentence  3.     Observe  the  importance  of 
noticing  by  and  but  by. 

Between  what  thoughts  does  the  first  but  indicate 
opposition  ?  ( The  present  is  all-absorbing  to  me  but  a 
vision  of  the  future  rises  also.) 


STUDIES  IN  CONTINUOUS  THINKING  499 

by  the  blood-stained  trenches  around  Manila,  where 
every  red  drop,  whether  from  the  veins  of  an  American 
soldier  or  a  misguided  Filipino,  is  anguish  to  my  heart ; 
but  by  the  broad  range  of  future  years,  when  that  group 
of  islands,  under  the  impulse  of  the  year  just  past,  shall 
have  become  the  gems  and  glories  of  those  tropical 
seas ;  a  land  of  plenty  and  of  increasing  possibilities ; 
a  people  redeemed  from  savage  indolence  and  habits, 
devoted  to  the  arts  of  peace,  in  touch  with  the  commerce 
and  trade  of  all  nations,  enjoying  the  blessings  of  free- 
dom, of  civil  and  religious  liberty,  of  education  and  of 
homes,  and  whose  children  arid  children's  children  shall 
for  ages  hence  bless  the  American  Republic  because  it 
emancipated  and  redeemed  their  fatherland  and  set 
them  in  the  pathway  of  the  world's  best  civilization. 

Our  Duty  to  the  Philippines  —  WILLIAM  McKiNLEY. 


8.   AN  APPEAL  IN  BEHALF  OF  GREECE 

From  the  Speech  in  the  House  of  Representatives,  January  23, 
1824,  in  support  of  a  resolution  providing  for  an  agent  to  be  sent 
to  Greece  during  the  Greek  war  for  independence. 

It  is  not  for  Greece  alone  that  I  desire  to  see  this  measure 
adopted.  It  will  give  to  her  but  little  support,  and  that 
purely  of  a  moral  kind.  It  is  principally  for  America, 
for  the  credit  and  character  of  our  common  country, 
for  our  own  unsullied  name,  that  I  hope  to  see  this 
resolution  pass. 

Mr.  Chairman,  what  appearance  on  the  page  of  his- 
tory would  a  record  like  this  exhibit :  "  In  the  month 
of  January,  in  the  year  of  our  Lord  and  Saviour,  1824, 
while  all  European  Christendom  beheld,  with  cold  and 
unfeeling  indifference,  the  unexampled  wrongs  and 
inexpressible  misery  of  Christian  Greece,  a  proposition 
was  made  in  the  Congress  of  the  United  States,  - 
almost  the  sole,  the  last,  the  greatest  depository  of  human 


500  TEACHING  TO  READ 

hope  and  human  freedom,  the  representatives  of  a  gal- 
lant nation,  containing  a  million  of  freemen  ready  to 
fly  to  arms,  —  while  the  people  of  that  nation  were 
spontaneously  expressing  its  deep*-toned  feeling,  and 
the  whole  continent,  by  one  simultaneous  emotion,  was 
rising,  and  solemnly  and  anxiously  supplicating  and 
invoking  high  heaven  to  spare  and  succor  Greece,  and 
to  invigorate  her  arms  in  her  glorious  cause,  while 
temples  and  senate  houses  were  alike  resounding  with 
one  burst  of  generous  and  holy  sympathy ;  in  the  year 
of  our  Lord  and  Saviour,  —  that  Saviour  of  Greece 
and  of  us,  —  a  proposition  was  offered  in  the  American 
Congress  to  send  a  messenger  to  Greece,  to  inquire  into 
her  state  and  condition,  with  a  kind  expression  of  our 
good  wishes  and  our  sympathies,  —  and  it  was  re- 
jected !  " 

Go  home,  if  you  can,  —  go  home,  if  you  dare,  —  to 
your  constituents,  and  tell  them  that  you  voted  it 
down  !  Meet,  if  you  can,  the  appalling  countenances 
of  those  who  sent  you  here,  and  tell  them  that  you 
shrank  from  the  declaration  of  your  own  sentiments; 
that  you  cannot  tell  how,  but  that  some  unknown 
dread,  some  indescribable  apprehension,  some  indefin- 
able danger,  drove  you  from  your  purpose ;  that  the 
specters  of  scimeters,  and  crowns,  and  crescents  gleamed 
before  you  and  alarmed  you;  and  that  you  suppressed 
.ill  the  noble  feelings  prompted  by  religion,  by  liber- 
ality, by  national  independence,  and  by  humanity  ! 
I  cannot  bring  myself  to  believe  that  such  will  be  the 
feeling  of  a  majority  of  the  committee.  But,  for  myself, 
though  every  friend  of  the  cause  should  desert  it,  and 
I  be  left  to  stand  alone  with  the  gentleman  from  Massa- 
chusetts, I  will  give  to  his  resolution  the  poor  sanction 
of  my  unqualified  approbation.  HENRY  CLAY. 


8.   Outline 


STUDIES  IN  CONTINUOUS  THINKING  501 

9.  LIBERTY  AND  UNION 

From  the  Reply  to  Hayne,  delivered  in  the   United  States  Senate, 
January  27,  1830. 

1  While  the  Union.lasts,  we  have  high,  exciting,  grati- 
fying prospects  spread  out  before  us,  for  us  and  our 
children.  2  Beyond  that  I  seek  not  to  penetrate  the 
veil.  3  God  grant  that,  in  my  day,  at  least,  that  cur- 
tain may  not  rise  !  4  God  grant  that  on  my  vision  never 
may  be  opened  what  lies  behind  !  5  When  my  eyes 
shall  be  turned  to  behold  for  the  last  time  the  sun  in 
heaven,  may  I  not  see  him  shining  on  the  broken  and 
dishonored  fragments  of  a  once  glorious  Union;  on 
states  dissevered,  discordant,  belligerent;  on  a  land 
rent  with  civil  feuds,  or  drenched,  it  may  be,  in  frater- 
nal blood  !  6  Let  their  last  feeble  and  lingering  glance 
rather  behold  the  gorgeous  ensign  of  the  Republic, 
now  known  and  honored  throughout  the  earth,  still 
full  high  advanced,  its  arms  and  trophies  streaming 
in  their  original  luster,  not  a  stripe  erased  or  polluted, 
nor  a  single  star  obscured,  bearing  for  its  motto,  no 
such  miserable  interrogatory  as,  "'  What  is  all  this 
worth  ?  "  nor  those  other  words  of  delusion  and  folly, 
'  Liberty  first  and  Union  afterwards  ;  "  but  everywhere, 
spread  all  over  in  characters  of  living  light,  blazing  on 
all  its  ample  folds,  as  they  float  over  the  sea  and  over 
the  land,  and  in  every  wind  under  the  whole  heavens, 
that  other  sentiment,  dear  to  every  true  American 
heart,  —  Liberty  and  Union,  now  and  forever,  one  and 
inseparable  !  DANIEL  WEBSTER 


9.  Sentence  6,  If  3,  requires  sentence  5  also  for  clear- 
ness. One  thought  after  another  is  linked  on,  building 
the  sentence  up  to  a  climactic  ending.  (Page  510.) 

Observe  how  and,  or,  but,  and  nor  help  to  keep  the' 
relations  of  the  portions  to  each  other  clear, 


502  TEACHING  TO  READ 


10.  THANATOPSIS 

To  him  who  in  the  love  of  Nature  holds 
Communion  with  her  visible  forms,  she  speaks 
A  various  language ;   for  his  gayer  hours 
She  has  a  voice  of  gladness,  and  a  smile 
s  And  eloquence  of  beauty,  and  she  glides 
Into  his  darker  musings,  with  a  mild 
And  healing  sympathy,  that  steals  away 
Their  sharpness,  ere  he  is  aware.     When  thoughts 
Of  the  last  bitter  hour  come  like  a  blight 

zo  Over  thy  spirit,  and  sad  images 

Of  the  stern  agony,  and  shroud,  and  pall, 
And  breathless  darkness,  and  the  narrow  house, 
Make  thee  to  shudder,  and  grow  sick  at  heart ;  — 
Go  forth,  under  the  open  sky,  and  list 

is  To  Nature's  teachings,  while  from  all  around  - 
Earth  and  her  waters,  and  the  depths  of  air- 
Comes  a  still  voice  --  Yet  a  few  days,  and  thee 
The  all-beholding  sun  shall  see  no  more 
In  all  his  course ;  nor  yet  in  the  cold  ground, 

ao  Where  thy  pale  form  was  laid,  with  many  tears, 
Nor  in  the  embrace  of  ocean,  shall  exist 
Thy  image.     Earth,  that  nourished  thee,  shall  claim 
Thy  growth,  to  be  resolved  to  earth  again ; 
And,  lost  each  human  trace,  surrendering  up 

as  Thine  individual  being,  shalt  thou  go 
To  mix  forever  with  the  elements, 
To  be  a  brother  to  the  insensible  rock 
And  to  the  sluggish  clod,  which  the  rude  swain 
Turns  with  his  share,  and  treads  upon.     The  oak 

30  Shall  send  his  roots  abroad,  and  pierce  thy  mould. 

Yet  not  to  thine  eternal  resting  place 
Shalt  thou  retire  alone,  nor  couldst  thou  wish 
Couch  more  magnificent.     Thou  shalt  lie  down 
With  patriarchs  of  the  infant  world  —  with  kings, 

35  The  powerful  of  the  earth  —  the  wise,  the  good, 


STUDIES  IN  CONTINUOUS  THINKING  503 

Fair  forms,  and  hoary  seers  of  ages  past, 
All  in  one  mighty  sepulchre.     The  hills 
Rock-ribbed  and  ancient  as  the  sun,  —  the  vales 
Stretching  in  pensive  quietness  between ; 

40  The  venerable  woods ;  rivers  that  move 
In  majesty,  and  the  complaining  brooks 
That  make  the  meadows  green ;  and,  poured  round 

all, 

Old  ocean's  gray  and  melancholy  waste,  — 
Are  but  the  solemn  decorations  all 

45  Of  the  great  tomb  of  man.     The  golden  sun, 
The  planets,  all  the  infinite  host  of  heaven, 
Are  shining  on  the  sad  abodes  of  death, 
Through  the  still  lapse  of  ages.     All  that  tread 
The  globe  are  but  a  handful  to  the  tribes 

so  That  slumber  in  its  bosom.  --  Take  the  wings 
Of  morning,  pierce  the  Barcan  wilderness, 
Or  lose  thyself  in  the  continuous  woods 
Where  rolls  the  Oregon,  and  hears  no  sound 
Save  his  own  dashings  —  yet  the  dead  are  there  ! 

ss  And  millions  in  those  solitudes,  since  first 

The  flight  of  years  began,  have  laid  them  down 
In  their  last  sleep  —  the  dead  reign  there  alone. 
So  shalt  thou  rest,  and  what  if  thou  withdraw 
'In  silence  from  the  living,  and  no  friend 

60  Take  note  of  thy  departure  ?     All  that  breathe 
Will  share  thy  destiny.     The  gay  will  laugh 
When  thou  art  gone,  the  solemn  brood  of  care 
Plod  on,  and  each  one,  as  before,  will  chase 
His  favorite  phantom ;   yet  all  these  shall  leave 

65  Their  mirth  and  their  employments  and  shall  come 
And  make  their  bed  with  thee.     As  the  long  train 
Of  ages  glide  away,  the  sons  of  men, 
The  youth  in  life's  green  spring,  and  he  who  goes 
In  the  full  strength  of  years,  matron  and  maid, 

70  The  speechless  babe,  and  the  gray-headed  man  - 
Shall  one  by  one  be  gathered  to  thy  side, 
By  those  who  in  their  turn  shall  follow  them. 


504  TEACHING  TO  READ 

So  live,  that  when  thy  summons  comes  to  join 
The  innumerable  caravan,  which  moves 

75  To  that  mysterious  realm,  where  each  shall  take 
His  chamber  in  the  silent  halls  of  death, 
Thou  go  not,  like  the  quarry-slave  at  night, 
Scourged  to  his  dungeon,  but,  sustained  and  soothed 
By  an  unfaltering  trust,  approach  thy  grave, 

so  Like  one  who  wraps  the  drapery  of  his  couch 
About  him,  and  lies  down  to  pleasant  dreams. 

WILLIAM  CULLEN  BRYANT. 


IO.  Thanatopsis,  [Gr.  thanatos,  death,  and  opsis,  a  view], 
a -view  of  death ;  or  meditations  on  death. 

Lines  3-8.    Do  not  miss  the  contrast. 

I  i  ties  8-22.  Note  the  inverted  portion.  What  is 
the  main  thought  ? 

Note  inserted  portion.     What  is  the  main  thought  ? 

To  what  still  voice  does  the  poet  refer  ? 

In  how  many  places  will  thy  image  no  longer  exi^r  : 
Why  ?  (See  sentence  following.) 

Lines  31,  32.  Yet  not  to  thine  eternal  resting-place 
shall  thou  retire  alone.  ~-  Read  the  portion  further  on 
that  explains  this. 

Line  34.  Infant  world.  -  -  The  world  in  the  early 
ages,  or  in  ancient  times. 

Patriarch,  the  oldest  representative;  a  person  regarded 
as  the  father  or  founder  of  a  race,  a  religion,  or  the  like. 

Lines  32,  33.  Nor  couldst  thou  wish  couch  more 
magnificent.  -  -  Trace  the  portion  further  on  that  en- 
larges upon  this. 

Lines  44,  45.  What  things  are  all  the  solemn  decora- 
tions of  the  great  tomb  of  man? 


STUDIES   IN  CONTINUOUS  THINKING  505 

II.   THE  CHARMS  OF   RURAL  LIFE 
From  Rural  Life  in  England.      The  Sketch  Book. 

1  In  rural  occupation  there  is  nothing  mean  and 
debasing.  2  It  leads  a  man  forth  among  scenes  of  natu- 
ral grandeur  and  beauty ;  it  leaves  him  to  the  workings 
of  his  own  mind,  operated  upon  by  the  purest  and  most 
elevating  of  external  influences.  3  Such  a  man  may  be 
simple  and  rough,  but  he  cannot  be  vulgar.  4The 
man  of  refinement,  therefore,  finds  nothing  revolting 
in  an  intercourse  with  the  lower  orders  in  rural  life,  as 
he  does  when  he  casually  mingles  with  the  lower  orders 
of  cities.  6  He  lays  aside  his  distance  and  reserve,  and 
is  glad  to  waive  the  distinctions  of  rank,  and  to  enter 
into  the  honest,  heartfelt  enjoyments  of  common  life. 

6  Indeed  the  very  amusements  of  the  country  bring 
men    more    and    more    together;     and    the   sound   of 
hound    and    horn    blend    all    feelings    into    harmony. 

7  I  believe  this  is  one  great  reason  why  the  nobility  and 
gentry  are  more  popular  among  the  inferior  orders  in 
England  than  they  are  in  any  other  country ;   and  why 
the  latter  have  endured  so  many  excessive  pressures 
and  extremities,  without  repining  more  generally   at 
the  unequal  distribution  of  fortune  and  privilege. 

1  To  this  mingling  of  cultivated  and  rustic  society 
may  also  be  attributed  the  rural  feeling  that  runs 
through  British  literature;  the  frequent  use  of  illus- 
trations from  rural  life;  those  incomparable  descrip- 
tions of  nature  that  abound  in  the  British  poets,  that 
have  continued  down  from  "  The  Flower  and  the  Leaf  " 

Line  48-     Lapse,  a  gradual  progress  or  passing. 

Line  50.    Take  the  wings  of  morning.  —  Psalms  139:  9. 
Line  51.    Barcan  wilderness.  --The  part  of  the  Great 
Desert  extending  into  Barca,  in  North  Africa. 

Line  53.    The  Oregon.  —  Now  called  the  Columbia. 

TURNER,  TEACH.  TO  READ  —  33 


506  TEACHING  TO  READ 

of  Chaucer,  and  have  brought  into  our  closets  all  the 
freshness  and  fragrance  of  the  dewy  landscape.  2  The 
pastoral  writers  of  other  countries  appear  as  if  they  had 
paid  nature  an  occasional  visit,  and  become  acquainted 
with  her  general  charms ;  but  the  British  poets  have 
lived  and  revelled  with  her  —  they  have  wooed  her  in 
her  most  secret  haunts  —  they  have  watched  her 
minutest  caprices.  3  A  spray  could  not  tremble  in 
the  breeze — a  leaf  could  not  rustle  to  the  ground  - 
a  diamond  drop  could  not  patter  in  the  stream  —  a 
fragrance  could  not  exhale  from  the  humble  violet, 
nor  a  daisy  unfold  its  crimson  tints  to  the  morning,  but 
it  has  been  noticed  by  these  impassioned  and  delicate 
observers,  and  wrought  up  into  some  beautiful 
morality. 

1  The  effect  of  this  devotion  of  elegant  minds  to  rural 
occupations  has  been  wonderful  on  the  face  of  the 
country.  2  A  great  part  of  the  island  is  rather  level, 
and  would  be  monotonous,  were  it  not  for  the  charms 
of  culture :  but  it  is  studded  and  gemmed,  as  it  were, 
with  castles  and  palaces,  and  embroidered  with  parks 
and  gardens.  *  It  does  not  abound  in  grand  and  sub- 
lime prospects,  but  rather  in  little  home  scenes  of  rural 
repose  and  sheltered  quiet.  4  Every  antique  farm- 
house and  moss-grown  cottage  is  a  picture:  and  as 
the  roads  are  continually  winding,  and  the  view  is 
shut  in  by  groves  and  hedges,  the  eye  is  delighted  by  a 
continual  succession  of  small  landscapes  of  captivating 
loveliness. 

1  The  great  charm,  however,  of  English  scenery  is 
the  moral  feeling  that  seems  to  pervade  it.  J  It  is 
associated  in  the  mind  with  ideas  of  order,  of  quiet,  of 
sober,  well-established  principles,  of  hoary  usage  and 
reverend  custom.  *  Everything  seems  to  be  the  growth 
of  ages  of  regular  and  peaceful  existence.  4  The  old 
church  of  remote  architecture,  with  its  low,  massive 
portal;  its  Gothic  tower;  its  windows  rich  with 
tracery  and  painted  glass,  in  scrupulous  preservation ; 


STUDIES   IN  CONTINUOUS  THINKING  507 

its  stately  monuments  of  warriors  and  worthies  of  the 
olden  time,  ancestors  of  the  present  lords  of  the  soil ; 
its  tombstones,  recording  successive  generations  of 
sturdy  yeomanry,  whose  progeny  still  plough  the  same 
fields,  and  kneel  at  the  same  altar  —  the  parsonage,  a 
quaint  irregular  pile,  partly  antiquated,  but  repaired 
and  altered  in  the  tastes  of  various  ages  and  occupants 
-  the  stile  and  footpath  leading  from  the  churchyard, 
across  pleasant  fields,  and  along  shady  hedgerows, 
according  to  an  immemorial  right  of  way  —  the  neigh- 
boring village,  with  'its  venerable  cottages,  its  public 
green  sheltered  by  trees,  under  which  the  forefathers 
of  the  present  race  have  sported  —  the  antique  family 
mansion,  standing  apart  in  some  little  rural  domain, 
but  looking  down  with  a  protecting  air  on  the  sur- 
rounding scene :  all  these  common  features  of  English 
landscape  evince  a  calm  and  settled  security,  and  he- 
reditary transmission  of  homebred  virtues  and  local 
attachments,  that  speak  deeply  and  touchingly  for  the 
moral  character  .of  the  nation. 

1  It  is  a  pleasing  sight  of  a  Sunday  morning,  when 
the  bell  is  sending  its  sober  melody  across  the  quiet 
fields,  to  behold  the  peasantry  in  their  best  finery,  with 
ruddy  faces  and  modest  cheerfulness,  thronging  tran- 
quilly along  the  green  lanes  to  church ;  but  it  is  still 
more  pleasing  to  see  them  in  the  evenings,  gathering 
about  their  cottage  doors,  and  appearing  to  exult  in 
the  humble  comforts  and  embellishments  which  their 
own  hands  have  spread  around  them. 

It  is  this  sweet  home  feeling,  this  settled  repose  of 
affection  in  the  domestic  scene,  that  is,  after  all,  the 
parent  of  the  steadiest  virtues  and  purest  enjoyments. 

WASHINGTON  IRVING. 

II.  Irving  gives  us  many  long  sentences.  The 
arrangement  of  sentence  4,  ^[4,  is  readily  traced  after 
the  study  of  Nos.  2  and  3. 


508  TEACHING  TO  READ 

jf 


~ 
g 
cu 


• 

^ 

i 

! 

1 

= 

1 

1 

•s 

f 

I                1 

3 

11       ! 

alien  with  dark 
Ml 

£ 

niching  round  • 

| 

-1 

or 
any  other  sour 

j 

5 
a 

8 

J 

t 

5    J I     i   T"  J   I     ^   I 

•f-  Mm 

w 


SUGGESTIVE  OUTLINES 


509 


}i 

if 

II 

M 

M   8 

.S  *•* 

f  1 

li 

X     O 

H  % 

j 

c 

g 

"2         J2 

1     1 

j 

& 

§ 

I  II 

!l 

1 1 

r 


1  T 


8  <? 

as 
}  I 
si 


& 


O    _    «    5 


¥-8 

J  § 


si 

.§   = 


» 

i  *  i 


11  II! 

s.    S   s  v  > 


•51  -3  3  rf 

S  fe  w    > 


! 

1  J    1  i            §     I 

)  !•     1  1 

1!        II 
ts         ^      s 

I                        S        1^   .S 

f   « 

i    I                 :   i  1 

It 

g        & 

«                     2     1 

1       1                   1 

lit 
I  ° 


TEACHING  TO  READ 


ARTICULATION 


ARTICULATION 

The   elementary   sounds    of   the    English    language 
should  be  known,  understood,  and  practiced. 

The  Elementary  Sounds 

Arranged  from  Webster's  New  International  Dictionary. 


VOICED 

VOICE- 

VOCALS 

KEY-WORDS 

CONSO- 
NANTS 

KEY-WORDS 

LESS 
CONSO- 
NANTS 

KEY-WORDS 

I 

a 

fate 

I 

b 

bane 

i 

f 

fate 

2 

a 

fat 

2 

d 

Dane 

2 

h 

hate 

3 

a 

father 

3 

g 

gain 

3 

k 

kill 

4 

a 

fast* 

4 

j 

jet 

4 

P 

pill 

5 

a 

fare** 

5 

I 

let 

5 

s 

sill 

6 

e 

weed 

6 

m 

met 

6 

t 

till 

7 

e 

wed 

7 

n 

net 

7 

ch 

chip 

8 

i 

rice 

8 

r 

real 

8 

sh 

ship 

9 

i 

rill 

9 

v 

veal 

9 

th 

thin 

10 

6 

old 

10 

w 

well 

10 

wh 

white 

ii 

6 

odd 

ii 

y 

yell 

12 

6 

orb 

12 

z 

zeal 

13 

8 

oft*** 

13 

zh 

azure 

H 

u 

use 

H 

& 

then 

15 

u 

up 

15 

ng 

sing 

16 

u 

urn 

*The  sound  is  between  short  a,  in  fat, 

17 

00 

food 

and  Italian  a  in  father. 

18. 

00 

foot 

**This  sound  occurs  only  in  syllables 
closed  by  r.     The  vowel  glides  into  the 

19 

oi 

oil 

consonant. 

20 

ou 

out 

e*The  sound  is  between   6   in  odd 
and  6  in  orb. 

512 


TEACHING  TO  READ 


Vowels  in  Unaccented  Syllables 

The  sound  of  the  vowel  may  be  "obscured"  through  the 
accent  falling  upon  another  syllable. 

a  in  sen'ate  Obscure  a 

a  in  sylV^n ;  ac  cuse'     Obscure  a 
a  in  so' fa ;  a  bide'  Obscure  a 

a. — This  sound  is  neither  a,  e,  nor  i.  It  is  the  initial 
element  of  the  a  sound  without  the  vanishing  portion.  The 
symbol  (*)  indicates  by  the  downward  stroke  that  the  van- 
ishing portion  of  a  is  cut  off. 

a. — This  sound  occurs  most  frequently  in  final  or  initial 
syllables  closed  by  a  consonant.     In  formal   speaking  the 
sound  is  a,  but  in  colloquial  speech  it  is  allowably  obscured 
to  become  almost  or  quite  the  same  as  a  in  so'fa. 
a. — This  sound  occurs  in  upon  unaccented  syllables, 
e  in  £  vent'  Obscure  e 

e  in  mo'm^nt  Obscure  e 

e  in  mak'er  Obscure  u 

e  in  open  (6'p'n)  Obscured  before  n  and  1 

For  i,  o,  and  u  in  unaccented  syllables,  and  also  for 
vowel  correlatives,  see  Dictionary. 

Correlatives 
a  in  fall     =  6  in  orb 
a  in  swan  =  6  in  odd 
a  in  any    =  e  in  end 

In  the  following  exercise  give  the  voiced  consonant 
and  then  its  correlative  voiceless  consonant.  Note 
that  the  articulative  position  for  each  pair  is  the  same. 

k P  j ch 

d t  v f 

g  -  -  -  k  z s 

&  -  -  -  th 


ARTICULATION  513 

Many  common  articulation  difficulties  find  represen- 
tation in  the  following  familiar  exercises. 

Troublesome  consonantal  combinations  should  be 
practiced  until  they  slip  "  trippingly  on  the  tongue." 
Sentences  arranged  for  vowel  practice  should  be  re- 
peated more  slowly. 

A      The  amiable  aeronaut  aided  in  aerial  entertainment. 

B       A  big  black  bug  bit  a  big  black  bear. 

El     A  bleak  breeze  blighted  the  bright  broom  blossoms. 

Er     Bring  a  bit  of  buttered  brown  bran  bread. 

D       Dick  dipped  a  tippet  in  the  dipper  and  dripped  it. 
E       Peevish,  feeble  freemen  feebly  fight  for  freedom. 
F      The  fading  flowers  breathe  forth  fresh  fragrance. 

G       Eight  great  gray  geese  grazing  gayly  into  Greece. 
Glassy  gray-green  glaciers  gleam  in  glowing  light. 

H      Henry  Hingham  has  hung  his  harp  on  the  hook  where 
he  hitherto  hung  his  hoop. 

J       Jacob,  give  Joe  Jim  Gile's  gilt  gig  whip. 

K      Curtis  Kirkham  Kames  cruelly  .kept  the  kite  while  his 

cousin  Catharine  Kennedy  cried. 
The  laurel-crowned  clown  crouched  cowering. 

L       Lucy  likes  light  literature. 

The  cat  ran  up  the  ladder  with  a  lump  of  raw  liver  in 

her  mouth. 
Ld    The  old  cold  scold  sold  a  school  coal-scuttle. 

M     Masses  of  immense  magnitude  move  majestically. 

Ng    Answer  echoes :   dying,  dying.     (Prolong  suggestively.) 
Nz    A  noisy  noise  annoys  an  oyster. 

P       Cut  the  pulpy  pumpkin  and  put  it  in  a  pipkin. 

Pluma  placed  the  pretty  pewter  platter  on  a  pile  of 
plates. 


514  TEACHING  TO  READ 

R       A  rural  ruler  truly  rural. 

Around  the  rough  and  rugged  rocks  the  ragged  rascal 
ran. 

Sh     She  says  she  shall  sew  a  sheet. 

Some  shun  sunshine.     Do  you  shun  sunshine? 
She  sells  sea  shells.     Shall  she  sell  sea  shells? 
Should  such  shapely  sashes  shabby  stitches  show? 
SI      The  slow  snail's  slime. 

Sam  Slick  sawed  six,  slim,  sleek,  slender  saplings  for 

sale. 
S*      The  soldiers  winced  whilst  the  shells  burst  in  the  midst 

of  the  tents. 

Sir    Through  the  street  the  strident  stripling  strides. 
Sts  Amidst  the  mists  and  coldest  frosts, 

With  stoutest  wrists  and  loudest  boasts, 
He  thrusts  his  fists  against  the  posts 
And  still  insists  he  sees  the  ghosts. 

Th     Six  thick  thistle  sticks. 

Ths  He  adds  fourths,  fifths,  sixths,  sevenths,  eighths,  ninths, 

tenths,  elevenths,  and  twelfths. 

Four  -  th  -  s  ;  four  -  th  -  s  ;  fourth  -  th  -  s,  —  fourths. 
bix  -  th  -  s;   six  -  th  -  s;   six  -  th  -  s,  —  sixths. 
Ths   Beneath  the  booths  the  youths  found   baths,  cloths, 

laths,  moths,  sheaths,  paths,  and  wreaths. 
Lw         If  one  of  the  twines  of  a  twist  do  untv 

The  twine  that  untwisteth,  untwisteth  the  twist. 

V      A  vile  vagabond  ventured  to  vilify  a  venerable  veteran. 

£1    wue  wis?  .wives  weave  withered  withes. 

Wh    What  whim   led  White  Whitney  to  whittle,   whistle, 

whisper,  and  whimper,  near  a  wharf,  where  a  floun- 

dering whale  might  wheel  and  whirl? 


n,i;-*;  r^5t;-l;  Vdst:  rns>*    s;  *< 

ou  lov  dst  :  nature's  wildest  haunts;  thou  wander'dst 
through  the  deepest  forests,  climb'dst  the  loftiest 
mountains,  explor'dst  the  deepest  caverns,  linger 

-       look'dst 


INDEX  OF  TITLED   SELECTIONS 

Address  at  the  Dedication  of  the  Gettysburg  PAGE 

Cemetery Abraham  Lincoln  .  .  4^9 

Advantages  of  Truth,  The Sir  Richard  Steele  .  .     25 

Advice  of  Polonius  to  His  Son,  The      .     .     .  William  Shakespeare  .  .     80 

America George  Berkeley  .  .258 

American  Flag,  The Joseph  Rodman  Drake  .  .  456 

Appeal  in  Behalf  of  Greece,  An Henry  Clay  .  .  499 

Artist's  Secret,  The Olive  Schreiner  .  .435 

Automobile,  The Russell  Doubleday  .  .     48 

Behind  Time    . Freeman  Hunt  .  .  132 

Benjamin  Franklin's  Toast 217 

Blue  and  the  Gray,  The Francis  Miles  Finch  .  .  168 

Bounding  the  United  States John  Fiske  .  -357 

Brutus  in  the  Forum William  Shakespeare  .  .     28 

Character  of  Charles  the  First    .     .  Thomas  Babington  Macaulay  .  .  305 

Charms  of  Rural  Life,  The Washington  Irving  .  .  507 

Colonies  versus  England,  The      .     .     .     .     .     Richard  O'Gorman  .  .  161 

Coming  of  Lafayette,  The Charles  Sprague  .  .  162 

Compensation Ralph  Waldo  Emerson  .  .155 

Complaint  and  Reproof Samuel  Taylor  Coleridge  .  .     27 

Destruction  of  Pompeii      ....      Sir  Edward  Bulwer-Lytton  .  .     98 

Eagle,  The Alfred  Tennyson  .  .  453 

Edgar  Allan  Poe Paul  Hamilton  Hayne  .  .  158 

Everlasting  Memorial,  The Horatius  Bonar  .  .     47 

Face  Against  the  Pane,  The Thomas  Bailey  Aldrich  .  .  443 

Farewell,  A Charles  Kingsley  .  .  216 

Franklin's  Prophecy John  Fiske  .  .  257 

GitcheManito  and  the  Warriors  .      Henry  Wadsworth  Longfellow  .  .376 

Glimpses  of  Samuel  Johnson 237 

Gladiator,  The Lord  Byron  .  .  438 

Heath,  The Wilson  Flagg  .  .  383 

Impartiality  of  Nature,  The John  Burroughs    .  .  302 

Impeachment  of  Warren  Hastings,  The    .     .     .       Edmund  Burke  .  .  361 

In  Carlyle's  Country John  Burroughs  .  .  202 

Independence  Forever Daniel  Webster  .  .384 

Indian  Jugglery William  Hazlitt  .  .  253 

In  the  Morning Anonymous  .  .  155 

Preamble  of  the  Declaration  of  Independence 218 


5I6  INDEX  OF  TITLED  SELECTIONS 

Jean  Valjean  and  the  Bishop       .......      Victor  Hugo  .  .476 

Landing  of  the  Pilgrims,  The      ......      Daniel  Webster  .  134 

Lark  in  the  Gold  Fields,  The      .    .    .    .  •  .  Charles  Rcade  . 

Launch  of  the  Ship,  The    ...      Henry  Wadsworth  Longfellow  .  .  190 

Liberty  and  Union    ..........      Daniel  Webster  .  .  5 

Liberty  or  Death      ...........  Patnck  Henry  .  .  308 


Mayflower,  The    ...........     ^T.^     v'mt  '  '  4S4 

Meeting  of  Fitz-James  and  Roderick  Dhu    .     .     Sir  Walter  Scott  .  .  344 

Meeting  of  Gesler  and  Tell,  The     .....  Sheridan  Knowles  .  -34* 

My  Heart's  in  the  Highlands      .......    Robert  Burns  .  .  37* 

Nature  of  True  Eloquence,  The      .....      Daniel  Webster  .  .130 

New  England  .............  Caleb  Cuthing  .  .  2?5 

New  South,  The  .........   Henry  Woodfen  Grady  .  .  440 

Orpheus  with  his  Lute  ........  William  Shakespeare  .  5  1 

Passing  of  the  Rubicon,  The  .......  Sheridan  Knowles  .  .311 

Patriotism  ........    '  .....     Sir  Walter  Scott  .  .  475 

Personal  Responsibility      .........  Lyman  Abbott  .  .159 

Rainy  Day,  The  ......      Henry  Wadsworth  Longfellow  .  .  471 

Recessional      .     .    .     .........    Rudyard  Kipling  .  .  388 

Reminiscence  of  Lexington,  A    ......    Theodore  Parker  .  .  240 

Rewarding  of  Horatius,  The  .     .     .  Thomas  Babington  Maraulay  .  .  255 

Rip  Van  Winkle   .         ........     Washington  Irving  .  .  420 

Rip  Van  Winkle  at  the  Tavern  .....      Washington  Irving  .  .338 

Rolla's  Address  to  the  Peruvians    .    .     .    A.  F.  F.  von  Kotacbue  .  .   166 

Rome  and  Carthage      ..........      Victor  Hugo  .  .  287 

Seven  Ages  of  Man,  The  .......  William  Shakespeare  .  .  129 

Song  of  the  Rain,  The  ..........     Tkf  Sfttrffltor  .  .  380 

Spacious  Firmament,  The  ........      Joseph  Addison  .  .     96 

Sweet  Auburn      ...........  Oliver  Goldsmitb  .  .  200 

Thanatopsis     ..........  William  Cullen  Bryant  .  .  $02 

Throstle,  The  ............    Alfred  Tennyson  .  -T4 

Victor  of  Marengo,  The     ..........    •.     .....  448 

Voice  of  Spring,  The     ......                    Felicia  Hetnam  .  .  472 

Wanted  -  Men    .........    Josiah  Gilbert  Holland  .  .  387 

Warren  s  Address      ...........    John  Pierpont  .  .311 

Washington      ............    Theodore  Parker  .  .     13 

What  Constitutes  a  State  ?     .......  Sir  William  Jones  .  .  164 

White  Squall,  The    .....    William  Makepeace  Thackeray  .  .  433 

You  Cannot  Conquer  America    .......      William  Pitt  .  .359 

Young  Men,  Ahoy  !  .......  John  Bartholomew  Cough  .  .  304 


INDEX  OF  FIRST  WORDS 

(Of  untitled  selections) 


A  blizzard  on  the  prairie 

PAGE 
IC.I 

Blessings  on  him     .... 

PAGE 
123 

A   certain   amount   of  opposi- 

•*• j* 

Born  in  stormy  times  .     .     . 

.      152 

tion         

1C 

Break,  break,  break    . 

.      369 

A  cheerful  temper 

x  J 

17 

"  But  sometimes  virtue    . 

J^S 

488 

A  Gourd  wound           .  •    .     . 

*  / 
296 

But  when  the  gray  dawn 

*           *H~>\J 

A  lie  which  is  all  a  lie      ... 

4*-y\j 

38 

But  yesterday  the  word  .     . 

.      I42 

A  little  learning 

By  foreign  hands    .... 

368 

A  little  neglect             .... 

A  man  must  be  one     .... 

72 

Could  Nature's  bounty    .     . 

.      496 

A  ruler  who  appoints  .... 

4i 

Curiosity  is  no  doubt  .     .     . 

•      2SI 

A  second  match      
A  soft  answer  turneth      .     .     . 

404 

67 
38 

Day  !  Faster  and  more    .     . 
Despite  these  oddities      .     . 

•    357 
.    494 

A  vain  man's  motto    .... 
After  rambling  leisurely  .     .     . 
All  nature  is  but  art    .... 
All  that  tread  the  globe  .     .     . 
All  things  are  double  .... 
And  had  he  not  high  honor  .     . 

J 

12 
244 

484 

39 
193 
271 

Diogenes,  being  asked      .     . 
"Down,  down,"  cried  Mar  . 
Down  dropt  the  breeze    .     . 
Dr.  Abernethy   
Drawing  his  sword,  he     .  •  . 
During  the  battle  of  Crecy  . 

.    208 
.     322 
•     372 
.     267 
.    410 
.    266 

And  it  came  to  pass    .... 
And  lo  !   as  he  looks    .... 
And  long  they  fought       ... 

268 

485 
270 

Education  gives  power    .     . 
Every  young  man  is  now     . 

.      62 
.     119 

And  now  the  bell    

199 

First  in  war,  first  in  peace    . 

.     119 

And  out  again  I  curve     .     .     . 

69 

For  right  is  right 

A/t 

And  what  is  so  rare     .... 

124 

For  Romans  in  Rome's    .     . 

72 

And  while,  with  care  .... 

190 

Four  shall  not  enter    .     .     . 

.       486 

Are  not  my  people  happy  ?  .     . 

274 

Friends,  Romans     .     . 

213 

4.83 

As  a  countenance  is  made    .     . 

TUJ 
247 

±  rom  a  cnild  1  was  iond  .     . 
From  the  workshop  of     .     . 

.      229 

As  the  sun  does  not  wait      .     . 

79 

As  wasps,  provoked     .... 

248 

General  Wolfe  was      .     .     . 

.      234 

At  the  battle  of  Eutaw    .     .     . 

328 

Gentlemen,  I  am  a  Whig     . 

•     351 

At  the  door  on  summer  even- 

Gently,  silently,  the  love 

.    469 

323 

(jcorije  yy  2.shin£ton  rested 

1  1  *7 

"  Give  us  a  song  !  "      ... 

'     3Z7 
.     322 

Beauty  is  but  a  vain  .... 

120 

God  made  the  country     .     . 

.       60 

517 


INDEX  OF  FIRST  WORDS 


PACE 

II 

fear  three  newspapers   . 

i  *  .1 
85 

God  sends  every  bird       .     .     . 
Good  breeding  is     
Good  name  in  man      .... 
Good  words  make  friends     .     . 
Grow  old  along  with  me  !     .    . 

Hark!  hark!  the  lark     .    .    . 
Have  you  heard  of      .... 
Having  now  shown      .    .    .    . 
He  gave  it  for  his  opinion    .     . 
He  [the  Most  High]  gave  thee 
He  halts  and  searches      .    .    . 
He  is  no  wise  man       .    .    .    . 

65 
4* 

465 

227 

281 
3*7 

212 
209 
I8S 

75 

had  rather  be  . 
have  done  my  duty 
have  no  light  ... 
held  it  truth 
know  that  I  have 
looked  without     . 
pray  the  prayer    . 
say  nothing  of 
should  infinitely  . 
think  you  cannot 
was  born  an  Amen 
I  would  do  what     . 
If  a  word  spoken 

499 
229 
65 
33* 
.    228 

4«7 
366 

40 
18 

He  is  the  happy  man  .... 
He  jests  at  scars     ..... 

481 

12 

If  one  has  frequent 
If  the  ancient  Roman 

j*» 
74 
MD 

He  may  live  without  .... 
He  raised  a  mortal      .... 
He  read  on  a  marble  .... 
He  that  does  good  .              .    . 

273 
142 
209 
6? 

If  we  work  upon  marble  . 
If  when  I  read  a  book 
If  you  look  about  you 
If  you  will  be 

122 

*49 

M 

He  that  knows  not      .    .    .    • 
He  that  loveth  
He  that  would  govern      .     .     . 
He  was  never  a  man   .... 
He  who  is  ignorant  

43 
"5 
la 

69 

1  1 

If  you  would  not  be 
Imagine  the  effect 
In  midst  of  wide  green    . 
In  order  to  do  this 
In  words,  as  fashions 

/  3 
246 

374 
408 

.      .      210 

111 

Help  thou  thy  brother's  .     .-   % 
Here  I  stand  *•  -f 
Here  on  this  beach      .... 
Histories  make  men    .... 
"  Honor  and  shame     .     . 
Hope  springs  eternal    .    .    .    . 
How  beautiful  the  long    .     .     . 
How  beautiful  this  night  !    .    . 
How  do  you  think  ..... 
How  far  that  little  ..... 
How  shall  a  man  obtain  .     .     . 
How  wonderful  is  Death      .    . 
Hurrah  !  hurrah  for    .... 

281 

183 

4«3 
233 

15 
88 

93 

4<H 
281 
272 

367 
467 

In  words  the  godly  man  . 
Intelligence  and      .     .     . 
It  happened  upon  . 
It  has  been  observed 
It  is  a  matter  of 
It  is  excellent  discipline   . 
It  is  not  what  people 
It  is  only  necessary 
It  is  said  that  from 
It  is  this  accursed  . 
It  is  with  words 
It  sounds  to  him  like 
It  was  the  hour  .     . 

«73 
86 
196 
4* 
7« 
«4 
148 
209 
*35 
355 
Itl 
471 
197 

Hurrah  !  the  lifeboat  .     . 
Hurrah  !  the  seaward      .     .     . 

I  am  charged  with  pride  .     .    . 
I  am  thinking     .     .     .  :  .    » 

286 
285 

19 

King  Canute  was    . 
Know  old  Cambridge 
"  Know  then  this  truth    . 

402 

•M 

1  86 

I  bring  fresh  showers       .     .     . 
I  count  this  thing  to  be  .     . 

487 
183 

Lead  out  the  pageant 

87 
419 

INDEX  OF   FIRST  WORDS 


519 


"  Let  me  make  .     .     .  •  . 

PAGE 
224. 

Reading  maketh 

..     PAGE 
87 

Light  lay  the  earth 

6C 

Rollicking  Robin    .... 

469 

Like  the  leaves  .... 

ICQ 

Little  Nell  was  dead    .     . 
Longfellow  lived      .     .     . 

Man  proposes  but  God    . 
Man-like  is  it  to  fall    .     . 
Many  men  seem  great 

.        .        470 

•        •        232 

.     .      66 
.     .    366 
.    .      ii 

Samuel  Slater,  who  came      . 
Shall  we  call  him    .... 
She  sudden  gave     .... 
Silently,  one  by  one    .     .     . 
Soiling  another        .... 
Steadily   steadily 

.     227 
.     270 
.    412 

•     245 
.     142 
368 

Meanwhile  we  did  .     .     . 
Mont  Blanc  is    . 

.    .     191 

A14 

Still,  through  our  paltry  .     . 

.       18 

Most  potent,  grave      .     . 

Name  to  me  an  animal    . 
Next,  the  dear  aunt    .     . 

.   .   213 

•  .   143 
•    •    194 

Strike  —  till  the  last   .     .     . 
Striking  manners  are  .     .     . 
Such,  fellow  citizens    .     .     . 
Swans  sing  before   .... 
Sweet  are  the  uses  .... 

.       16 

.      86 

•    497 
.     144 
482 

No  book  is  worth    .     .     . 
No  man  can  safely      .     . 
No  pain,  no  palm 

.  .  366 
.  .   149 

117 

The  American  doctrine 

22C 

No  pencil  has  ever  . 

1  8O 

The  antlered  monarch 

**5 

4.1  1 

Not  only  is  he  idle.     .     . 
Now  came  still  Evening  . 

.      .        6S 
.      .      417 

The  assembly  of  Virginia 
The  brave  man  is  not       .     . 
The  British  are            . 

•     333 
.      70 
284. 

O  Alcohol!  thou     .     .     . 

,      284. 

The  Chief  Justice   .... 

231 

O  for  boyhood's 

126 

The  composition  of  man 

QI 

O  !  many  a  shaft 

.      .        62 

The  covering  of  animals 

4.6 

O  summer  day  beside  . 

14.6 

The  curfew  tolls      .... 

4.1-2 

O  ^^oman  '  in  our  hours 

14.7 

The  day  is  done 

4.16 

Of  all  sad  words 

211 

The  debt  we  owe  to  books   . 

2-JQ 

Of  all  the  horrid 

80 

The  difference  between 

14.3 

Of  man's  first 

24.0 

The  Frenchman  first             . 

187 

Oh,  a  dainty  plant  . 

02 

The  golden  ripple   .... 

4.71 

Oh  '  ^^ona's  waters 

I  CO 

The  inspiring  and 

366 

Old  homestead  ?      . 

4.O7 

The  intruder  was    .... 

04. 

On  looking  at  the  matter 
On  the  Fourth  of  July 

.      .      125 

236 

The  juniper         
The  King  is  come 

.      192 

•7-2T 

On  waking,  he    .... 

•J20 

The  last  rays  of  the  sun  . 

4l6 

One  afternoon  when    .     . 
One  may  judge        . 

•      •      405 
.      128 

The  melancholy  days  .     .    -. 
The  muffled  drum's     .     .     . 

•      93 

AA 

One  may  live      .... 

.    .      68 

The  nation  rises  up 

,    301 

Only  a  sculptor 

1  80 

The  neighing  troop           .     . 

4.O2 

Other  things  may   .     .     . 

.     .      68 

The  Night  is  mother  . 

18 

I4.tr 

The  one  with  yawning 

lie 

Pleasures  are  like    . 

63 

The  people  arose     .... 
"The  place  at  which  . 

.       60 
187 

Pygmies  are  pygmies  .     . 

.     .        19 

The  progress  of  mankind 

.       41 

520 


INDEX  OF  FIRST  WORDS 


"The  proper  study  .... 

PAGE 

229 

87 
208 
90 
66 

37i 
464 
226 
149 
411 
42 

210 
283 

61 
76 

484 
iS4 
225 
8 

463 
214 
300 
146 
246 
38 
216 

354 
486 

334 
485 

77 
39 

211 
329 
247 

352 
300 

H5 
69 
179 

483 

65 

Truth  crushed  to  earth  . 
Two  went  to  pray  ?  .  . 

Viewed  with  reference 
Washington  said 

PACE 

•     •     147 
.     .     148 

.     .       92 

22C 

The  question  was  once  put  .  . 
The  right  honorable  .... 
The  sea  licks  your  feet  .  .  . 

The  Qpa  1  the  s<")  ' 

The  similarity  of  motion  .  . 
The  song  "Home,  Sweet  Home," 

"We  are  Illinois" 

l87 

We  are  two  travelers  .  . 
We  have  complained  .  . 
We  make  holiday  .  .  . 
We  say,  and  we  say  .  . 
We,  therefore,  the  . 

*°/ 

•      •      331 
•      •      352 

•     •     355 
.    369 

408 

The  sun  that  brief  .... 

The  true  order  of  learning  .  . 
The  war,  that  for  a  space  .  . 
The  winter  is  over  . 

Webster  could  awe      .     . 
What  a  fascination      .     . 
What  a  piece  of  work  .     . 
What  is  it  to  be      ... 
What  is  the  kingdom  .     . 
"What  is  this  that  ye  do 
What  is  Time  !  .     .     .     . 

.     .     123 
.     .     286 
.     .     282 
.     .     272 

.      .      212 
467 
208 

The  year's  at  the  spring  .  .  . 
Then  he  climbed  . 

Then  none  was  for  a  party  .  . 
Theodore  Parker  said  .... 
There  are  three  kinds  of  people 
There  dwelt  a  miller  .... 
There  is  a  chapter  

What  would  content  .  . 
Whatsoever  things  . 

.      -      272 
1  Cl 

There  is  a  land 

When  can  their  glory  .  . 
When  I  was  a  little  boy  . 
When  in  1778 

•     •     297 
.     .    325 
226 

There  is  a  tide  

There  is  no  flock  

There  is  nothing  so  easy  .  .  . 
There  is  orte  
"There!"  said  the  Deacon  .  . 
There  was  once  a  
There  was  tumult  

When  we  are 

IAA 

When  we  have  practiced 
Where  now  is  the    .     .     . 

.       .          41 

20Q 

Where  was  the  man  .  . 
^Vherever  O  man 

•     •    353 

They  drew  him  . 

Who  overcomes  by  force 
Who's  there  ? 

.     .     251 

.      .         12 

They  lay  along  

They  sat  them  down  .... 
This  is  truth  .... 

Whosoever  heareth  .  . 
With  fingers  weary.  .  . 
With  klingle,  klangle  .  . 
Within  our  beds  .  . 

.      .         70 
.      .      369 
.      .      4I8 
1  C  J. 

Thou  happy,  happy  .... 
Though  the  mist  
To  bind  a  Roman  
To  every  created  thing  .  .  . 
To  one  who  said  
To  tell  a  falsehood  
Tobacco  .... 

Woe  unto  you,  scribes  . 
Work  —  work  —  work  . 
Would  you  make  men  . 

Ye,  who  sometimes  .  . 
You  shall  hear  how  .  . 
Young  Harry  was  .  .  . 

J3+ 

•      •      US 
•      •      403 
.      .      272 

.     .     493 
.     .      66 

•     •    332 

Trees  are  trees  
Trouble  knocked  

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